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Simpati: Jurnal Penelitian Pendidikan dan Bahasa
Published by CV. Alim’s Publishing Jakarta
ISSN : 29648548     EISSN : 29648629     DOI : 10.59024
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
Linguistik: fonologi, morfologi, sintaksis, semantik, pragmatik, sosiolinguistik, analisis percakapan, analisis wacana kritis Sastra: sastra kontemporer, sastra komparatif, pendekatan interdisipliner dalam sastra, kritik sastra, sastra dan sejarah, sastra dan media, sastra dan seni lainnya, puisi dan prosa Filsafat: epistemologi, metafisika, etika, estetika, teologi Psikologi: psikologi pendidikan, psikologi sosial, psikologi konseling. Pendidikan: instruksi, pengajaran dan pelatihan, bimbingan dan konseling, studi pembelajaran. Hukum Studi budaya, Sosial
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 195 Documents
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Hubungan Efikasi Diri terhadap Kemampuan Perencanaan Karier Peserta Didik Kelas XI MA Cahaya Insani Al Um Rizki Nur Fitriani; PutriPutri Ria Angelina; Fahmi Irfani
Simpati Vol. 4 No. 3 (2026): Juli: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i3.2222

Abstract

This study aimed to determine the level of self-efficacy, career planning ability, and the relationship between self-efficacy and career planning ability among eleventh-grade students at MA Cahaya Insani Al Um. A quantitative approach with a correlational research design was employed. The study involved 34 students selected using a saturated sampling technique. Data were collected through questionnaires and analyzed using descriptive statistics and the Pearson Product Moment correlation test. The results indicated that students' self-efficacy was generally at a moderate level (44%), while their career planning ability was also categorized as moderate (38%). The prerequisite tests confirmed that the data were normally distributed and homogeneous. The Pearson correlation analysis yielded a correlation coefficient of r = 0.606 with a significance value of p = 0.000 (p < 0.05), indicating a positive and significant relationship between self-efficacy and career planning ability. These findings suggest that students with higher self-efficacy tend to demonstrate better career planning ability. Therefore, strengthening students' self-efficacy through guidance and counseling services is expected to enhance their readiness in making informed decisions regarding further education and future careers.
Pengaruh Penggunaan Media Sosial terhadap Prestasi Belajar Siswa Sekolah Menengah Atas Didit Darmawan; Tasya Aulia Rizka; Rahayu Mardikanigsih
Simpati Vol. 4 No. 3 (2026): Juli: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i3.2232

Abstract

High school students are increasingly familiar with the digital world, particularly through various social media platforms they use in their daily lives. These activities are shaping new patterns of interaction in how they seek information, communicate, and complete school assignments. Social media also makes it easier to access learning resources and expand students' knowledge. However, on the other hand, excessive use can reduce their focus on studying by causing distractions. Therefore, social media significantly influences students’ behavior and academic achievement as an external factor in the learning process. While some students use it for academic purposes, others experience a decline in motivation and focus due to excessive use. This study is a literature review using a Systematic Literature Review (SLR) approach, aimed at synthesizing various research findings regarding the effect of social media use on high school students’ academic achievement. Data were obtained from articles, theses, and conference proceedings via Google Scholar, using inclusion criteria that encompassed quantitative studies discussing the intensity, purpose, and patterns of social media use among high school students. The findings indicate that social media use has a significant effect on academic achievement, both positive when used for academic purposes and negative when used excessively and without control.
Peran Guru PAI dalam Pembentukan Literasi Keagamaan Siswa pada Era Society 5.0 di Kelas VI SD N Kaliwlingi 01 Erin Rizka Amaliyah; Alfina Damayanti; Fadia Vera Aulia; Nahdia Izzatul Ulya; Ishlah Seillariski
Simpati Vol. 4 No. 3 (2026): Juli: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i3.2237

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in developing students’ religious literacy in the Society 5.0 era at SDN Kaliwlingi 01, identify the supporting and inhibiting factors, and describe teachers’ strategies in integrating technology with religious values. This research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving Islamic Religious Education teachers, the principal, sixth-grade homeroom teachers, sixth-grade students, and parents. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that PAI teachers play significant roles as educators, mentors, facilitators, and role models in fostering students’ religious literacy through religious habituation, worship practices, religious instruction, and the utilization of technology in learning activities. Supporting factors include the school’s religious culture, technology-based learning media, and collaboration among school members. Meanwhile, inhibiting factors include limited participation of some students in religious education outside school, inadequate technological facilities, and uncontrolled gadget use. The strategies implemented by teachers involve the use of digital media such as learning videos, PowerPoint presentations, the internet, and Smart TVs integrated with direct religious practices. The study concludes that the integration of technology and religious values effectively enhances students’ religious literacy while maintaining the development of religious character in the Society 5.0 era.
Pembelajaran Menulis Teks Anekdot melalui Project Based Learning: (Studi Tindakan Kelas Dua Siklus) Fauzi Sabadri; Laili Amalia; Ria Kasanova
Simpati Vol. 4 No. 2 (2026): April : Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i2.2242

Abstract

The teaching of anecdotal text writing to Year 8 students at SMP Mutiara Sokobanah faced several challenges, including limited idea development, low engagement among some students, suboptimal distribution of responsibilities within groups, and the need for more intensive teacher guidance throughout the writing process. This study aimed to analyse the implementation of Project-Based Learning (PjBL), describe changes in student engagement and responses, and examine the development of mastery in anecdotal text writing through cyclical improvements to classroom actions. The study employed a two-cycle classroom action research design involving 18 students. Data were collected through observations, interviews, writing tests, questionnaires, and documentation and were analysed using quantitative and qualitative descriptive methods. The findings showed that 11 of 18 students (61.11%) achieved the minimum mastery criterion in Cycle I, increasing to 17 of 18 students (94.44%) in Cycle II. Observations indicated positive changes in student engagement, participation in discussions, confidence in expressing ideas, distribution of responsibilities, and project completion. Students’ responses, reported descriptively, also indicated positive acceptance of project-based learning. Improvements in the learning process and mastery outcomes in Cycle II occurred alongside refinements based on reflection on Cycle I, including more intensive teacher guidance and feedback, more varied stimuli and model texts, clearer learning instructions, and better organisation of group work. The findings provide contextual evidence that the contribution of PjBL to anecdotal text writing instruction lies in the quality of its implementation and cyclical pedagogical improvement through reflection, scaffolding, feedback, and project organisation responsive to students’ learning needs.
Primary School English Teachers' Knowledge and Classroom Implementation of Oral Reading Fluency Instruction: A Mixed-Methods Study Martha Budianto; Sarai Enita; Kaleb Priyanto
Simpati Vol. 4 No. 2 (2026): April : Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i2.2247

Abstract

Oral reading fluency is a critical component of early literacy because it bridges decoding and reading comprehension. Despite its importance, fluency instruction remains one of the least emphasized aspects of early English reading instruction, particularly in English as a Foreign Language (EFL) primary classrooms. This study examined primary school English teachers' knowledge of oral reading fluency instruction and the factors influencing its classroom implementation. A convergent mixed-methods design was employed involving 20 English teachers from three purposively selected primary schools. Data were collected through structured classroom observations and semi-structured interviews. Observation data were analyzed using descriptive statistics, while interview data were analyzed thematically and integrated with the quantitative findings. The findings revealed that teachers possessed only partial knowledge of oral reading fluency, demonstrating stronger understanding of teacher modeling and reading rate than guided oral reading and prosody instruction. Classroom observations similarly showed limited implementation of evidence-based fluency strategies. Teachers identified insufficient pre-service preparation, limited professional development, large class sizes, and inadequate instructional resources as major barriers to effective fluency instruction. These findings highlight the need for stronger teacher preparation and professional development to support comprehensive oral reading fluency instruction in early English literacy classrooms.

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