JPLED
Journal of Practice Learning and Educational Development is an open access, peer-reviewed, scientific journal published by GAES (Global Action and Education for Society). The aim of this journal is to publish articles dedicated to the latest outstanding developments in the field of education. It includes teaching practice and educational development in early childhood education, basic education, secondary education, higher education, and vocational education in formal, non-formal, and informal education systems. This journal was first published in March 2021, publish quarterly (March, May, August, and November). Changes have been published quarterly since 2023.
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<![CDATA[Teachers' Perceptions and Readiness for AI-Based Virtual Assistants in Supporting Schools' Learning Transformation ]]>
<![CDATA[Sibarani, Debora Pratiwi]]>;
<![CDATA[Cendana, Wiputra]]>;
<![CDATA[Anggraeni, C. Kiky Puspita]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.398
<![CDATA[The rapid development of Artificial Intelligence (AI) brings great potential to the education world holistically, not only changing the way of teaching and learning but also impacting the education system. However, the use of AI in learning is still relatively new and initiatives to introduce AI in schools have not been widely implemented in Indonesia. In fact, it is crucial for teachers to become proficient in using this technology to maximize its benefits for both teachers and students in preparing for future challenges. The purpose of this study is to explore teachers' perceptions toward the use of AI-based virtual assistants in supporting tasks at school and to examine and analyze the teachers’ level of readiness and schools in facing the era of artificial intelligence. This descriptive study was conducted using a hybrid approach, namely a combination of both quantitative and qualitative. Initial data collection involved distributing a Likert-scale questionnaire to 30 teacher respondents from a senior high school that employs national standard curriculum combined with international assessments to value teachers' perceptions of AI use. Subsequently, in-depth interviews were conducted with three participants, including administrators and professional. Data analysis of the questionnaire demonstrated the validity and reliability of the perception instrument used. Furthermore, the interview results clarified the preparations that have been made, will be made, and have not yet been addressed by schools in maximizing the use of AI. This study concludes with recommendations that align with the needs of teachers to acquire these essential skills which can be supported by schools.]]>
<![CDATA[The Internalization of Moral Values in Wayang Kulit: The Tale of Begawan Among Raga (An Ethnopedagogical Perspective) ]]>
<![CDATA[Anis Mirna Defi]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.399
<![CDATA[Efforts to strengthen identity related to the existence of wayang kulit (shadow puppetry) are being intensively carried out by the community, particularly artists. Ki Dalang Roman and the wayang kulit troupe of the gagrak trowulanan style have engaged in cultural innovations to preserve the art of wayang kulit. The Lakon Carangan (non-canonical stories) serves as a solution to address the challenges posed by global cultural influences. This study focuses on the meaning of character reinforcement within society through Ki Dalang Roman’s wayang kulit gagrak trowulanan performance of Lakon Begawan Among Raga and explores the process of internalizing moral values from this wayang kulit tale in educational settings. The tale, which has been performed in various shows, carries diverse meanings that are instrumental in strengthening societal character. It is not merely a narrative but is intended as an educational tool. Every Lakon Carangan or story presented always incorporates moral values, which are expected to shape society's character positively and achieve harmony.]]>
<![CDATA[Dampak Pemanfaatan Handphone atau Gawai Terhadap Minat Membaca Murid SMAS Bhaktyarsa ]]>
<![CDATA[Andika, Refiona]]>;
<![CDATA[Rani, Maulani Meutia]]>;
<![CDATA[Syam, Salmaini Safitri]]>;
<![CDATA[Firdaus, Aditya]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.402
<![CDATA[Mathematical communication is one of the skills of students who can describe the ability to understand concepts, express ideas through mathematical symbols, interpret and represent mathematics in their language. However, these skills are poorly trained in the classroom. The purpose of this study is to describe students' mathematical communication skills after applying the Realistic Mathematics Education (RME) model. The research method used is qualitative descriptive by describing written answers and interviews on students' mathematical communication skills. The subjects of the study were 28 grade 5 students at a school in Bukittinggi, West Sumatra. After the implementation of the RME, students' mathematical communication skills in the aspect of problem comprehension increased by 37,1 points, the aspect of strategic ability increased by 23,32 points and the ability of interesting conclusions increased by 29,28 points. The use of the RME learning model in the classroom provides opportunities for students to collaborate with their colleagues in solving real-world context problems. Therefore, the application of RME in the classroom can improve students' mathematical communication skills in elementary school which involves aspects of understanding problems and strategic skills in the use of mathematical symbols and providing conclusions to solve problems that have been carried out.]]>
<![CDATA[Keefektifan Penggunaan Media Peta Konsep Pohon Jaringan Dalam Pembelajaran Menulis Cerpen Pada Siswa Kelas X SMA Negeri 1 Labakkang Kabupaten Pangkep ]]>
<![CDATA[Akram Nur]]>;
<![CDATA[Fahirah Akib]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.403
<![CDATA[This research aimed to describe the effectiveness of the utilization of concept map media of network tree on writing short story learning of X grade students at SMAN 1 Labakkang of Pangkep Regency with as many as 170 students spread in 6 classes. Design used in the study was true experimental design bentuk posttest-only control design. The results of the study revealed that (1) the average of pretest of the experiment class was in low category by 6,22, whereas the average of post-test was in extremely high category by 8,67. The improvement of short story writing skills of the experiment class was 2,45 which indicated that there was significant improvement on short story writing skills of students; (2) the average score of pretest of the control class was in low category by 6,03, whereas, the average of the post-test was in fair category by 6,72. This indicated that there was improvement on short story writing skills of students but not significant; (3) the concept map media of network tree was effective to be used in short story writing skills of X grade students at SMAN 1 Labakkang in Pangkep district indicated by the tcount 8,488 > ttable 2,00 or tcount > ttable meaning that H1 was accepted.]]>
<![CDATA[Analisis Deskriptif Hasil Belajar Mahasiswa Mata Kuliah Statistika ]]>
<![CDATA[Rozana, Intan]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.404
<![CDATA[Students’ final grades are still not satisfactory after the semester ends. Current data shows that the average final grade is below 70. Several factors are interrelated to shape students’ learning outcomes. The following factors contribute to the total: 20% for instructor observation, 25% for assignments, 25% for midterm exams, and 30% for final exams. In order to use the results of the Statistics course as a benchmark for future comparison courses, a descriptive study of the learning outcomes of the course is needed. The course can focus more on students’ strengths and areas for improvement if the instructor pays close attention to the stated course objectives. This study was conducted in the Information Systems Study Program of Bina Sarana Informatika University under the Faculty of Engineering and Informatics. The study will be conducted from September 2023 to February 2024. Participants in this study were all students enrolled in the Statistics course for the 2023–2024 academic year, namely third semester students. Students often get an A grade with a score range of 80-100 on the final exam based on lecturer observations, assignments, midterm grades, and final semester exams. Statistics scores can be used as a consideration for learning related courses. So that lecturers can anticipate low scores obtained by students.]]>
<![CDATA[Analysis of the Popularity of Integrated Islamic Elementary Schools (SDIT) in Jambi Province: A Study of Growth and Parental Preference Factors (2019-2024) ]]>
<![CDATA[Fadlilah]]>;
<![CDATA[Muhaiminah Jalal]]>;
<![CDATA[Kiki Fatmawati]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.407
<![CDATA[This research analyzes the popularity of Integrated Islamic Primary Schools (SDIT) in Jambi Province through a study of growth and parent preference factors during the 2019-2024 period. Using a qualitative approach, the research was conducted at four SDITs in Jambi Province, namely SDIT Al Muthmainnah Jambi City, SDIT Nurul Hikmah East Tanjung Jabung, SDIT Diniyah Al Azhar Tebo, and SDIT Al Azhar 57. Data were collected through observation, structured interviews, and documentation with research subjects including principals, teachers, parents, and students. The data were analyzed using a qualitative descriptive method referring to the research design of Miless et al. The results showed a significant increase in the number of SDITs in Jambi Province by 85.7% from 49 schools in 2019 to 91 schools in 2024. The high public interest is reflected in the large number of study groups and students in each sample school, with an average of 15-29 students per rombel. Factors that influence the popularity of SDIT include the quality of character education, the balance of general education with Islamic values, excellent programs, the development of student independence, and full day school services that accommodate the needs of working parents. This research contributes to the understanding of the phenomenon of SDIT growth and parents' preferences in choosing integrated Islamic education institutions.]]>
<![CDATA[OPTIMALISASI PEMANFAATAN TEKNOLOGI DALAM STRATEGI PROMOSI DI MI NURUL HIKMAH ]]>
<![CDATA[Halimatuzzahrah]]>;
<![CDATA[Heri Fadli]]>;
<![CDATA[Eva Zulfa]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.413
<![CDATA[This study aims to analyze the use of technology in the promotion strategy at MI Nurul Hikmah and identify the obstacles faced. The method used is qualitative with a case study approach. Data were collected through interviews, observations, and documentation, then analyzed by data reduction, data presentation and conclusion drawing, data validity test using source triangulation and technique triangulation. The results showed that technology, especially social media and websites, has helped madrasah in disseminating information and increasing visibility. However, the utilization of technology in promotion is still partial and not well integrated. The main obstacles faced are the limited competence of human resources, inadequate technology infrastructure, and limited budget. Based on digital transformation theory, the success of technology requires structured planning and professional management. This study recommends MI Nurul Hikmah to develop a more structured promotion strategy, including digital training for staff, professional management of social media and website, and improvement of technology infrastructure. With these steps, MI Nurul Hikmah can improve its competitiveness and adaptation to technological developments.]]>
<![CDATA[The Validity of Student Interest Instrument in Learning Arabic Using Exploratory Factor Analysis ]]>
<![CDATA[Hidayah, Nurul]]>;
<![CDATA[Parihin]]>;
<![CDATA[Ahmad]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.415
<![CDATA[This study aims to evaluate the construct validity of a student interest instrument in Arabic language learning using the Exploratory Factor Analysis (EFA) approach. The research employs a quantitative approach with data collected through a Likert-scale questionnaire distributed to fourth, fifth, and sixth-grade students at Madrasah Ibtidaiyah (MI). Validity testing was conducted using the Kaiser-Meyer-Olkin (KMO) and Bartlett’s Test to assess sample adequacy and data suitability for factor analysis. The EFA results identified three main factors: intrinsic motivation, learning relevance, and learning comfort, which explained a cumulative variance of 57.4%. The first factor contributed the most, emphasizing the importance of intrinsic motivation in shaping students' interest. Communalities values ranged from 0.340 to 0.784, indicating that most items adequately represented the extracted factors. This study concludes that the developed instrument has strong construct validity and is suitable for measuring students’ interest in Arabic language learning. These findings provide an important empirical foundation for developing evidence-based educational measurement tools. Future research is recommended to conduct Confirmatory Factor Analysis (CFA) to validate the factor structure and to expand the application of this instrument to a more diverse population to enhance the generalizability of the results.]]>
<![CDATA[Implementation of the Mind Mapping Method to Enhance Explanation Skills in Basic Civic Education for Elementary Teacher Education Students at UIN Imam Bonjol Padang ]]>
<![CDATA[Silvia Anggreni BP]]>;
<![CDATA[Aulia Rahmi BP]]>;
<![CDATA[Ekasyafutra]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.418
<![CDATA[This study aims to examine the implementation of the mind mapping method to improve the ability to explain basic concepts of Civic Education (PKN) among students of the Primary School Teacher Education (PGMI) program at UIN Imam Bonjol Padang. The research employed a quantitative approach with a one-group pretest-posttest design. A total of 39 PGMI students participated as subjects. Data were collected through pretests and posttests measuring explanation skills, supplemented by observations during the learning process. The results indicated a significant improvement in students' explanation skills after the implementation of the mind mapping method. The average pretest score of 64.95 increased to 84.44 in the posttest, with a t-test analysis showing a statistically significant difference (p < 0.05). Observations also revealed that the mind mapping method enhanced student engagement, helped organize ideas more systematically, and boosted their confidence in delivering explanations. This study concludes that the mind mapping method effectively improves students' understanding and ability to explain basic PKN concepts. These findings support constructivist theory and are relevant for application in higher education learning contexts.]]>
<![CDATA[Efforts of Islamic Religious Education Teachers in Improving Student Learning Motivation in High School ]]>
<![CDATA[Al Ghazali Yaspan, Muhammad Abdul Fatah]]>;
<![CDATA[Revi Septiana]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i1.421
<![CDATA[When motivation is applied properly, students will be more focused on receiving the material, reducing the habit of postponing assignments, and being more confident in understanding and practicing Islamic teachings. This study aims to analyze the learning motivation of class X.5 students in the subject of Islamic Religious Education (PAI) at SMA Negeri 1 Rengat and the efforts made by PAI teachers in increasing this motivation. The research method used is qualitative descriptive with data collection techniques through observation and interviews. The results of the study show that the learning motivation of class X.5 students in PAI lessons can be categorized as good, although there are some students who are less focused on learning. PAI teachers play an important role in increasing student motivation by using interesting and varied learning strategies, as well as differentiated learning that is tailored to student needs. In addition, giving gifts or rewards in the form of praise, assignment dispensation, and other prizes are effective in increasing students' enthusiasm and motivation to learn. This study concludes that students' learning motivation can be improved through appropriate learning strategies and rewards that motivate students to perform better.]]>
