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JPLED
Published by Global Action and Education for Society
ISSN : -     EISSN : 28091205     DOI : 10.58737
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Umum - Umum
Articles 411 Documents
 35   36   37   38   39 
Differentiated Literacy Modules Based on Student Interests: Enhancing Procedural Writing in Indonesian Primary Schools Narsita, Ingelin; Wagiran; Sri Wardani; Lailatul Mukaromah
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.682

Abstract

This study aims to develop and evaluate differentiated literacy modules based on student interests to enhance procedural writing skills among fifth-grade students in Indonesian primary schools. In alignment with the Merdeka Curriculum, the modules were created using the 4D development model (Define, Design, Develop, Disseminate). Each module was designed to accommodate individual learning preferences, including visual, auditory, and kinesthetic styles, and was enriched with diagnostic assessments of student interests and readiness. The content addressed four key language components: reading, listening, writing, and speaking, supported by multimedia features such as QR codes linked to videos and audio recordings. Expert validation indicated that the modules were highly feasible, with ratings ranging from 75 percent to 100 percent across media, content, and language aspects. Initial small-scale testing revealed minimal improvement in student outcomes, with a mean score increase of only 0.667 points and an N-Gain of 1.67 percent. Following revisions, a large-scale trial involving 27 students demonstrated significant effectiveness. The posttest mean rose to 80.93 from 47.78, with a statistically significant result (t = 27.671, Sig. = 0.000) and an average N-Gain of 63.75 percent. These findings confirm that interest-based differentiated instruction can effectively improve student achievement in procedural writing and offers a scalable model for inclusive literacy development in primary education.
Improving the Ability to Write Expository Texts Through the Four Square Writing Techniques Learning Method and the Use of Picture Card Media Fika Fransiska; Missriani; Siti Rukiyah
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.683

Abstract

Study This aiming to: (1) Know implementation method learning four square writing techniques and using card media illustrated in increase ability student Class V of Sembawa 9th State Elementary School write text exposition; (2) Knowing the magnitude improvement ability write text exposition student Class V of Sembawa 9th State Elementary School through implementation method learning four square writing techniques and using card media illustrated. Type of research This is study actions carried out in 2 cycles and each cycle consists of from two meetings with allocation time every 2x35 minute meeting. Research This carried out in class V of SDN 9 Sembawa Regency Banyuasin . Data collection techniques are carried out through writing test activity text exposition. Research results This show that: (1) Through implementation method learning four square writing techniques and using card media illustrated ability student Class V of SDN 9 Sembawa write text exposition can increased; (2) The size percentage improvement ability student Class V of SDN 9 Sembawa write text exposition from implementation test in cycle I to cycle to II is 92.30%.
Implementation of the Reading to Learn Learning Method in Improving Ability Read Poetry Student Class V Pertiwi, Satria; Yessi Fitriani; Muhammad Ali
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.684

Abstract

Study This aiming to: (1) Know ability read poetry student Class V of SDN 14 Sembawa through implementation method reading to learn learning; (2) Knowing the magnitude percentage improvement ability read poetry student Class V of SDN 14 Sembawa through implementation method reading to learn learning. Type of research This is study actions carried out in 2 cycles and each cycle consists of from two meetings with allocation time every 2x35 minute meeting. Research This carried out in class V of SDN 14 Sembawa Regency Banyuasin. Data collection techniques are carried out through reading test activity poetry. Research results This show that: (1) Through implementation method reading to learn skills student Class V of SDN 14 Sembawa read poetry can increase; (2) The size percentage improvement ability student Class V of SDN 14 Sembawa read poetry from cycle I to cycle to II is 8.94%.
The Influence of Self-Efficacy, Teaching Skills, and School Field Introduction (PLP) on UNNES Students' Interest in Rahman, Elvian Ibnu; Arif Wahyu Wirawan
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.685

Abstract

This study examines the influence of self-efficacy, teaching skills, and the School Field Introduction Program (PLP) on the interest in becoming a teacher among students of the Office Administration Education program at Universitas Negeri Semarang. Using a quantitative associative-causal approach, data were collected through closed questionnaires from 139 students in the 2021 batch. Multiple regression analysis revealed that self-efficacy, teaching skills, and PLP collectively had a significant positive effect (F = 77.009, p < 0.05), explaining 63.1% of the variance in teaching interest. However, partial analysis showed that only self-efficacy had a significant individual impact (t = 7.048, p < 0.05, contribution = 26.93%), while teaching skills (t = 0.818, p > 0.05) and PLP (t = 0.627, p > 0.05) did not. The findings suggest that while all three factors contribute to teaching interest, self-efficacy is the most critical determinant. This implies that strengthening self-confidence is essential for fostering teaching aspirations, whereas teaching skills and field experience alone may not suffice. The study highlights the need for holistic teacher preparation programs that emphasize psychological and motivational aspects alongside technical competencies.
The Influence of the Liveworksheets-Based Discovery Learning Model on the Critical Thinking Ability of 10th Grade Students in Phase E: . Armawati, Wella; Bigharta Bekti Susetyo
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.688

Abstract

Critical thinking skills are essential in Geography learning, requiring analysis of spatial and regional phenomena. However, many students find it difficult to develop these skills due to teaching methods that do not actively engage them. This study aims to analyze the effect of the Discovery Learning model based on Liveworksheets on the critical thinking skills of 10th-grade students in Phase E at SMA Negeri 7 Padang. The method used is quantitative with a quasi-experimental design and a sampling technique of purposive sampling, involving 72 students divided into experimental and control groups. The instrument used consists of 10 essay questions based on Ennis' indicators. The pretest results showed low initial abilities in both classes. The average pretest score for the experimental class was 20.86, and for the control class, it was 19.08. After the treatment, the average posttest score for the experimental class increased to 24.67, while for the control class, it was 19.42. The t-test showed a significance value of 0.000 (< 0.05), indicating a significant difference between the two groups. The N-Gain value for the experimental class was 0.1305 and for the control class was 0.0865, both of which fall into the low category. Nevertheless, the Liveworksheets-based Discovery Learning model proved more effective in improving students' critical thinking skills compared to conventional learning.
Implementation of A Career Guidance Program Mellynda; Besti Nora Dwi Putri; Yasrial Chandra
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.707

Abstract

This study was prompted by the fact that many students still struggle to determine their interests and career paths in line with their personal potential, highlighting the need for effective career guidance programs in schools. The purpose of this research is to describe the implementation of the career guidance program at SMA N 2 Bukittinggi, covering aspects of planning, service delivery, and program evaluation. This study employed a qualitative descriptive approach. The main informants were two guidance and counseling teachers, supported by the counseling coordinator, the vice principal for curriculum affairs, and two homeroom teachers as additional sources. Data were collected through interviews and analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the planning was based on student needs assessments and aligned with the school’s vision, although limited by time constraints. Services were provided through classroom guidance, group counseling, and individual sessions, but not all students were equally reached. Evaluation was conducted using questionnaires, yet mostly done orally and in a simple manner. In conclusion, while the career guidance program is being implemented, it still faces several obstacles in achieving its full potential.
STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN MOTIVASI BELAJAR SISWI DI SMK UNGGULAN AN-NUR BULULAWANG MALANG Nhaswa Nabilatul Mufida; Abdulloh
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.712

Abstract

This study aims to describe the strategies used by Islamic Religious Education (PAI) teachers to increase student motivation at the An-Nur Bululawang Vocational High School in Malang. The background of this research stems from the low learning motivation of some students in PAI lessons, characterized by a lack of active engagement and enthusiasm for learning in class. This study used a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The results indicate that teachers implemented various strategies, such as varied learning methods (discussions, interactive lectures, educational games), affective approaches, the use of digital media, and the provision of educational rewards and punishments to build learning motivation. Supporting factors for these strategies include teacher pedagogical competence, adequate learning resources, and a religious environment at the Islamic boarding school. Meanwhile, obstacles encountered included varying levels of student motivation, a lack of teacher training in innovative approaches, and a high administrative burden. In conclusion, responsive, communicative, and contextual teacher strategies can foster a more meaningful learning environment and significantly increase student motivation.
Implementation of Interactive Digital Media: A Case Study of Articulate Storyline in Indonesian Language Learning Nisa, Khoirin; Ansori, Isa
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.755

Abstract

The limited active participation of students in Indonesian language learning at the elementary school level remains a pedagogical challenge that has not been effectively addressed. Conventional teacher-centered practices tend to create passive learning environments and diminish students’ enthusiasm for learning. To address this issue, the present study aims to examine the effectiveness of the Articulate Storyline platform in enhancing fourth-grade elementary students’ engagement in Indonesian language learning. Employing a qualitative case study design, the research involved 25 students and one teacher from SDN Jekulo 02 Kudus. Data were collected through participant observation, in-depth interviews, and documentation, and were analyzed using the Miles and Huberman interactive model. The findings reveal that the implementation of Articulate Storyline significantly increased students’ activeness in asking questions (from 32% to 84%), participation in discussions (40% to 92%), concentration in learning (48% to 96%), and enthusiasm in completing assignments (36% to 88%). The media also facilitated spontaneous collaboration, independent learning, and the development of listening, speaking, reading, and writing skills. Its interactive and contextually relevant multimedia features proved to be the primary drivers of increased student motivation. Nevertheless, limitations in device availability and digital literacy emerged as technical barriers that need to be addressed. The study recommends the sustainable integration of interactive digital media, accompanied by teacher training and the development of adaptive local content, as a strategy for transforming Indonesian language learning in elementary schools.
Aggressive Behavior of Students at PGRI 2 Padang High School (Student Case Study) Putri Dellis, Elsa; Fuaddillah Putra; Rahmawati Wae
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.773

Abstract

This research is motivated by the presence of students involved in physical aggressive actions (hitting, kicking), verbal aggressive (insults, shouting), explosive anger, and hostility towards peers and school authorities. The purpose of this study is to describe the aggressive behavior of students at SMA PGRI 2 Padang, which is seen from the characteristics of physical aggression, verbal aggression, anger, and hostility. This study uses a descriptive qualitative approach. The key informants of this study are MFA as key informants and additional informants namely FD, RK, MR. Data collection techniques used in this study are observation and interviews. Data analysis techniques have 3 stages: data reduction, data presentation and drawing conclusions and verification. The results of the study revealed that aggressive behavior of students at SMA PGRI 2 Padang, manifested in four main characteristics: 1) physical aggression, shown through actions such as pushing, hitting, or kicking, often triggered by teasing or provocation from friends, and occurring in school areas with minimal supervision. 2) verbal aggression, including the use of harsh words, teasing, sarcasm, and shouting as a response to feeling offended or humiliated, often occurring in class or during gatherings. 3) anger in the form of spontaneous emotional outbursts such as shouting, nagging, or other impulsive actions, arises when feeling underestimated or treated unfairly, and is vented to reduce emotional stress. 4) hostility, shown through attitudes of distancing, ignoring, insinuating, or influencing other friends to join in the hostility, as a reaction to painful experiences or unresolved conflicts. Based on the results of this study, it is recommended that guidance and counseling teachers provide ongoing counseling services, both individual and group, that focus on emotional regulation, social skills and empathetic communication.
Bahasa Inggris Nengsih, Nelda Novia; Fifi Yasmi; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.776

Abstract

This study aims to determine 1) the effect of learning habits on students' interest in learning, 2) the effect of learning discipline on students' interest in learning, 3) the effect of students' perceptions of teachers' teaching methods on students' interest in learning, 4) the effect of parental attention on students' interest in learning, 5) the effect of learning habits on academic achievement, 6) the effect of learning discipline on academic achievement, 7) the effect of students' perceptions of teachers' teaching methods on academic achievement, 8) the effect of parental attention on academic achievement, and 9) the effect of learning interest on academic achievement. The research was conducted in July 2025. This research is associative in nature. The population in this study consists of 104 eleventh-grade students at SMA Negeri 5 Padang, with a sample selected using proportional random sampling. The data analysis techniques used were descriptive analysis and path analysis, with the assistance of Eviews 13 and SPSS version 22.0. The research results showed that: 1) study habits did not significantly influence students' interest in learning, with a path coefficient value of -0.053 and a calculated t-value of 0.865 ≤ t-table 1.660, 2) Learning discipline significantly influences students' learning interest with a path coefficient of 0.399 and a calculated t-value of 5.277 ≥ t-table 1.660, 3) Students' perceptions of teachers' teaching methods influence students' learning interest with a path coefficient of 0.195 and a calculated t-value of 2.276 ≥ t-table 1.660, 4) There is an effect of parental attention on students' learning interest with a path coefficient value of 0.386 and a t-value of 5.007 ≥ t-table 1.660, 5) There is an effect of learning habits on learning achievement with a path coefficient value of 0.210 and a t-value of 2.626 ≥ t-table 1.660, 6) There is an influence of learning discipline on academic achievement with a path coefficient value of -0.013 and a t-value of -2.826 ≥ t-table 1.660, 7) There is an influence of students' perceptions of teachers' teaching methods on academic achievement with a path coefficient value of 0.408. This coefficient value is significant because the t-value is 3. 587 ≥ t table 1.660, 8) There is an effect of parental attention on academic achievement with a path coefficient value of 0.371. This coefficient value is significant because the t-value is 3.322 ≥ t table 1.660, 9) There is an effect of learning interest on academic achievement with a path coefficient value of -0.823. This coefficient value has a negative and significant effect because the t-calculated value is -6.326 ≥ t-table 1.660.

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