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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
 36   37   38   39   40 
THE EFFECT SELF EFFICACY, FUTURE ORIENTATION STUDENT LEARNING ATTENTION, TEACHER ATTTUDES, AND SCHOOL ENVIRONMENT ON STUDENTS INTEREST IN CONTINU- ING THEIR EDUCATION TO HIGHER EDUCATION AMONG TO HIGHER EDUCATION AMONG 11TH GRADE STUDENTS AT SMK NEGE Fajri, Hidayatul; Jimi Ronald; Fifi Yasmi
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.v5i4.779

Abstract

This study aims to determine (1) the effect of self-efficacy on students' interest in continuing their education to college (2) the effect of future orientation on students' interest in continuing their education to college (3) The effect of students' learning attention on their interest in continuing their education to higher education (4) The effect of teachers' attitudes on students' interest in continuing their education to higher education (5) The effect of the school environment on students' interest in continuing their education to higher education. The research was conducted in July 2025. This research is an associative study. The population in this study is students at SMK Negeri 1 Bonjol. The sample consists of 94 people using stratified random sampling. The data analysis techniques used are descriptive and inductive analysis, with the assistance of Eviews 8 and SPSS version 20.0. The results of this study indicate that: 1) self-efficacy has a significant effect on interest in continuing education to higher education, with a coefficient value of 0.396 and a t-value > t-table (4.705 > 1.66235). 2) Future orientation significantly influences students' interest in continuing their education to higher education, with a coefficient value of 0.221 and a calculated t-value > table t-value (2.194 > 1.66235). 3) Student learning attention significantly influences students' interest in continuing their education to higher education, with a coefficient value of 0.212 and a t-value > t-table (2.076 > 1.66235). 4) Teacher Attitude (X4) has a significant effect on students' interest in continuing their education to higher education, with a coefficient value of -0.324 and a calculated t-value > table t-value (-3.526 > 1.66235). 5) School environment significantly influences students' interest in continuing their education to higher education, as indicated by a coefficient value of 0.388 and a t-value > t-table (4.202 > 1.66235). 6) Self-efficacy, future orientation, student learning attention, teacher attitude, and school environment collectively significantly influence students' interest in continuing their education to higher education, as evidenced by the calculated F value of 16.322 > F table 2.36 and a significance level of 0.000 < 0.05.
Bahasa Inggris Ramadhanu, Yoga; Lovelly Dwinda Dahen; Jimi Ronald
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.v5i4.780

Abstract

This study aims to determine 1) the effect of critical thinking skills on academic achievement, 2) the effect of critical thinking skills through learning interest as an intervening variable on academic achievement, 3) the effect of learning independence on academic achievement, 4) the effect of learning independence through learning interest as an intervening variable on academic achievement, 5) the effect of family environment on academic achievement, 6) the effect of family environment through learning interest as an intervening variable on academic achievement, 7) the effect of learning facilities on academic achievement, 8) the effect of learning facilities through learning interest as an intervening variable 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 324 eighth-grade students at SMP N 1 Lubuk Sikaping. Sampling was conducted using proportional random sampling with a sample size of 175 people. The data analysis techniques used were descriptive analysis and path analysis, with the assistance of Eviews 8 and SPSS version 20.0. The research results showed that: 1) there is a positive and significant effect of critical thinking ability on academic achievement, with a path coefficient value of 0.340 and a t-value of 10.882 > t-table 1.653. 2). There is a negative and significant influence of learning independence on academic achievement, with a path coefficient of -0.347 and a t-value of -9.847 > t-table 1.653. 3). There is a negative and significant effect of family environment on academic achievement, with a path coefficient of -0.161 and a t-value of -4.841 > t-table 1.653. 4). The negative and significant effect of learning facilities on academic achievement, with a path coefficient value of -0.117 and a t-value of 3.273 > t-table 1.653. 5). The negative and significant effect of learning interest on academic achievement, with a path coefficient value of -0.582 and a t-value of -16.141 > t-table 1.653. 6). The positive and significant effect of critical thinking ability on learning interest with a path coefficient value of 0.129 and a t-value of 1.958 > t-table 1.653. 7). The positive and significant effect of learning independence on learning interest with a path coefficient value of 0.268 and a t-value of 3.722 > t-table 1.653. 8). The positive and significant effect of family environment on learning interest with a path coefficient value of 0.154 and a t-value of 2.213 > t-table 1.653. 9). The positive and significant effect of learning facilities on learning interest with a path coefficient value of 0.239 and a t-value of 3.242 > t-table 1.653.
THE INFLUENCE OF CRITICAL THINKING SKILLS, SELF CONFIDENCE, INDEPENDENT LEARNING, DIGITAL LEARNING, AND TEACHING SKILSS OF LECTURERS ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN THE ECONOMICS PROGRAM ECONOMICS EDUCATION, CLASS OF 2021 UNIVERSITY OF PGRI WES Shafira, Herlina; Yosi Eka Putri; Meri Rahmania
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.v5i4.787

Abstract

This study aims to analyze 1) the effect of critical thinking skills on academic achievement, 2) the effect of self-confidence on academic achievement, 3) the effect of independent learning on academic achievement, 4) the effect of digital learning on academic achievement, 5) the effect of lecturers' teaching skills on academic achievement, (6) the combined influence of critical thinking skills, self-confidence, independent learning, digital learning, and lecturers' teaching skills on the academic achievement of students in the 2021 Economics Education Study Program at the University of Pgri West Sumatra. This research is descriptive and associative in nature. The population in this study was all students in the economics education program, totaling 110 samples. Sampling was conducted using the total sampling technique. The instrument used for this study was a closed questionnaire with a multiple linear regression test and hypothesis testing using t-tests and F-tests. The results of the study indicate that: First, critical thinking ability has a positive and significant effect on students' academic achievement, with a coefficient value of 0.013, a t-value of 21.389 > t-table 1.981, and a significance value of 0.000 < 0.05. Second, self-confidence has a positive and significant effect on students' academic achievement with a coefficient value of 0.002, a t-value of 2.158 > t-table 1.981, and a significance value of 0.033 < 0.05. Third, learning independence has a positive and significant effect on students' academic achievement with a coefficient value of 0.002, a t-value of 2.738 > t-table 1.981, and a significance value of 0.007 < 0.05. Fourth, digital learning has a positive and significant effect on students' academic achievement with a coefficient value of 0.001, a t-value of 2.465 > t-table 1.981, and a significance value of 0.0015 < 0.05. Fifth, the teaching ability of lecturers has a positive and significant effect on students' academic achievement with a coefficient value of 0.002, a t-value of 7.771 > t-table 1.981, and a significance value of 0.000 < 0.05. Sixth, collectively, critical thinking skills, self-confidence, independent learning, digital learning, and teaching ability of lecturers have a positive and significant effect on the academic achievement of students in the Economics Education Program, class of 2021, at the University of PGRI West Sumatra.
THE EFFECT OF STUDY DISCIPLINE, STUDY HABITS, STUDY FACILITIES, LEARNING STYLES, AND PARENTAL ROLE ON LEARNING ACHIEVEMENT IN ECONOMICS CLASS XI PHASE F AT SMAN 2 LUBUK SIKAPING Mulyadi, Jefri; Vivina Eprillison; 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.v5i4.788

Abstract

This study aims to analyze 1) the effect of learning discipline on academic achievement, 2) the effect of learning habits on academic achievement, 3) learning facilities on academic achievement, 4) the effect of learning style on academic achievement, 5) the effect of parental role on academic achievement, (6) the combined influence of study discipline, study habits, learning facilities, learning style, and parental role on the academic achievement of Grade XI Fase F students at SMAN 2 Lubuk Sikaping. This study is a descriptive and associative research. The population in this study was grade XI students, namely XI F 1, XI F 2, and XI F 3 in the 2024/2025 academic year, totaling 101 students. Sampling was conducted using the proportionate random sampling technique. The research was conducted in August. The instruments used for the research were closed-ended questionnaires, with the use of Multiple Linear Regression Analysis and hypothesis testing using t-tests and F-tests. The results of the research indicate that: First, there is a significant influence between study discipline and academic achievement, with a coefficient value of -0.210, a t-value of -4.913 < t-table value of 1.992; Second, there is a significant influence between study habits and academic achievement with a coefficient value of 0.208, a t-value of 5.393 > t-table of 1.992; Third, there is a significant influence between learning facilities and academic achievement with a coefficient value of 0.386, a t-value of 7.929 > t-table of 1.992; Fourth, there is a significant influence between learning style and academic achievement with a coefficient value of -0.189 and a t-value of -4.157 < t-table of 1.992; Fifth, there is a significant influence between parental role and student learning achievement with a coefficient value of -0.104 and a t-value of -5.095 > t-table value of 1.992; Sixth, there is a significant influence of learning discipline, learning habits, learning facilities, learning style, and parental role together on student academic achievement with Fcount28.759 > Ftable 2.34.
THE EFFECT OF LEARNING HABITS, LEARNING DISCIPLINE, PARENTAL ATTENTION, AND FAMILY ENVIRONMENT ON THE LEARNING ACHIEVEMENT OF 10TH GRADE STUDENTS THROUGH LEARNING MOTIVATION AS AN INTERVENING VARIABLE INTERVENING VARIABLE IN THE SUBJECT OF ECONOMICS AT SM Hidayat, Deny; Vivina Eprillison; 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.v5i4.790

Abstract

This study aims to analyze: 1) the effect of study habits on learning motivation, 2) the effect of study discipline on learning motivation, 3) the effect of parental attention on learning motivation, 4) the effect of family environment on learning motivation, 5) the influence of learning habits on learning achievement, 6) the influence of learning discipline on learning achievement, 7) the influence of parental attention on learning achievement, 8) the influence of family environment on learning achievement, 9) the influence of learning motivation on learning achievement. This research is associative in nature. The population in this study was 332 students in phase E at SMA Negeri 1 Sitiung in the 2024/2025 academic year. The sample consisted of 149 people using proportional random sampling. The research instrument used in this study is a closed-ended questionnaire, with path analysis and hypothesis testing using the t-test. The results of this study indicate that: 1) there is an influence of study habits on learning motivation, as shown by a path coefficient of 0.182 with a t-value of 3.164 > t-table 1.65514, 2) there is no influence of study discipline on learning motivation, as indicated by a path coefficient of 0.171 with a t-value of 1.576 < t-table 1.65514, 3) there is an influence of parental attention on learning motivation, as indicated by a path coefficient of 0.233 with a t-value of 2. 754 > t-table 1.65514, 4) There is an effect of family environment on learning motivation, as indicated by a path coefficient of 0.367 with a t-value of 3.126 > t-table 1.65514, 5) There is a negative effect of learning habits on academic achievement, as indicated by a path coefficient of -0.470 with a t-value of -4.836 < t-table 1.65514, 6) there is no influence of learning discipline on academic achievement, as indicated by a path coefficient of -0.252 with a t-value of -1.404 < t-table 1.65514, 7) There is an influence of parental attention on academic achievement, as indicated by a path coefficient of 0.533 with a t-value of 3.885 > t-table 1.65514, 8) There is an influence of family environment on academic achievement, as indicated by a path coefficient of 0.724 with a t-value of 3.640 > t-table 1.65514, 9) There is a negative influence of learning motivation on academic achievement, as indicated by a path coefficient of -0.661 with a t-value of -4.845 < t-table 1.65514.
A Portrait of Self-Regulation of Students Who Trial in Junior High School Bathari Sanggar Kirana; Nurfarhanah; Azmatul Khairiah; Triave Nuzila Zahri
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.v5i4.800

Abstract

This research is motivated by the discovery that many students currently have low self-regulation, this is caused by various factors, one of which is deviant behavior that is currently rampant among students, namely truancy. This study aims to describe students' self-regulated aspects in terms of: 1) overall aspects, 2) planning aspects (forethought), 3) work skills aspects (performance control), 4) self-reflection aspects. The research method used is a quantitative method with a descriptive approach. The sample in this study was 100 students who had been truant at SMP Muhammadiyah 6 Padang who were selected using a purposive sampling technique. The data obtained by giving a research questionnaire in the formof a self-regulation instrument to students. Then the data were collected and analyzed using descriptive statistical analysis techniques. The results of the study showed that: 1) self-regulation of truant students in general is in the high category, 2) self-regulation of truant students based on the planning aspect (forethought) is in the high category, 3) self-regulation of truant students based on the work skills aspect (performance control) is in the high category, 4) self-regulation of truant students based on the selfreflection aspect is in the high category. Based on the research results obtained, BK teachers at schools can provide various assistance by providing BK services such as: individual counseling, group guidance services, information services and group counseling services to maintain and improve self-regulation in students.
The Influence of Students' Perceptions of Teachers' Teaching Methods, Learning Styles, Locus of Control, Family Environment, and Peer Environment on the Learning Achievement of Class XI Students in Economics Nisa Ilhafiza; Yosi Eka Putri; Stevani
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.v5i4.801

Abstract

This study aims to determine: 1) the effect of students' perceptions of teachers' teaching methods on students' academic achievement, 2) the effect of learning styles on students' academic achievement, 3) the effect of locus of control on students' academic achievement, 4) the effect of family environment on students' academic achievement, 5) the effect of peer environment on students' academic achievement, and 6) the combined effect of students' perceptions of teachers' teaching methods, learning styles, locus of control, family environment, and peer environment on students' academic achievement. This research was conducted in August 2025. The type of research is descriptive and associative. The population studied consists of all 77 Grade XI students at SMA Negeri 1 Hiliran Gumanti, selected using total sampling technique. Data were collected through a questionnaire that has been tested for validity and reliability, as well as documentation of students' grades. Data analysis was performed using Multiple Linear Regression, employing t-tests and F-tests. The results of the study, assisted by SPSS and Eviews software, indicate that: (1) students' perceptions of teachers' teaching methods have a positive and significant effect on academic achievement with a coefficient value of 0.355, where the t-value is 2.149 > t-table 1.665, (2) students' learning styles have a positive and significant effect on academic achievement with a coefficient value of 0.255, where the t-value is 2.576 > t-table 1.665, (3) locus of control has a positive and significant effect on academic achievement with a coefficient value of 0.311, where the t-value is 2.298 > t-table 1.665, (4) family environment has a positive but not significant effect on academic achievement with a coefficient value of 0.204, where the t-value is 1.276 < t-table 1.665, (5) peer environment shows a positive and significant effect on academic achievement with a coefficient value of 0.357, where the t-value is 2.308 > t-table 1.665, and (6) collectively, the influence of students' perceptions of teachers' teaching methods, learning styles, locus of control, family environment, and peer environment has a significant effect on students' academic achievement, where the F-value is 16.555 > F-table 2.34.
Al Azhar Student Profile Approach to Civic Disposition Development in Elementary Schools Ramayani, Neti; Rafhi Febryan Putera; Ramadhanti, Adinda Asri; Zohro, Miftahus Silmi
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.v5i4.819

Abstract

This study aimed to examine the Al-Azhar Student Profile approach in developing citizenship character at the Elementary School level. The research method used is descriptive qualitative with data collection through observation, interviews, and documentation studies at the Al-Azhar Islamic Education Foundation Elementary School. The results of the study indicate that the development of citizenship character is implemented through six main dimensions, namely Manners, Warrior Character, Scholarly, Skilled, Love for the Homeland and Global Insight, and Physically and Spiritually Healthy. This approach is implemented consistently through intracurricular, cocurricular, extracurricular activities, and school culture that shape religious values, nationalism, intelligence, 21st-century skills, and physical-spiritual balance. The conclusion of this study confirms that the Al-Azhar Student Profile provides a comprehensive and applicable framework in developing sustainable citizenship character in Elementary Schools, supported by synergy between schools, teachers, parents, and the environment.
The Influence of Self-Efficacy, School Environment, and Peers on the Learning Outcomes of Eleventh-Grade Students Thru Learning Discipline and Learning Interest as Intervening Variables in Economics Subjects Welya Azrianti; Stevani; Rika Verawati
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.v5i4.829

Abstract

This study aims to analyze the influence of self-efficacy, school environment, and peer relationships on the academic achievement of eleventh-grade students at SMAN 3 Bukittinggi, with study discipline and learning interest as intervening variables. The research employs a quantitative approach with a population of 86 students, utilizing total sampling techniques and a closed questionnaire as the instrument. Data analysis is conducted through path analysis and hypothesis testing using the t-test. The results indicate that: (1) self-efficacy significantly affects academic achievement; (2) the school environment significantly affects academic achievement; (3) peer relationships significantly affect academic achievement; (4) study discipline does not significantly affect academic achievement; (5) learning interest significantly affects academic achievement; (6) self-efficacy, school environment, and peer relationships significantly influence both study discipline and learning interest; (7) learning interest significantly affects study discipline. Thus, the intervening variables (study discipline and learning interest) strengthen most of the effects of the independent variables on academic achievement.
PENGEMBANGAN MEDIA INTERAKTIF HERAMA BERBASIS CANVA DENGAN QUANTUM TEACHING UNTUK MENINGKATKAN HASIL BELAJAR SISWA SD Zharifah, Izdihar Afaf; Ika Ratnaningrum
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.v5i4.837

Abstract

This study confirmed that the development of HERAMA (Harmoni Ekosistem Rantai Makanan), an interactive learning media based on Canva and supported by the Quantum Teaching model, is highly feasible, practical, and effective for elementary school science learning. The validation results from material experts (91.6%) and media experts (91.2%) placed HERAMA in the “very valid” category, while students’ responses (≥95% positive) and teachers’ feedback indicated that the media was practical and engaging in classroom use. The effectiveness of HERAMA was strongly supported by statistical results, showing a significant increase in the mean score from 56.2 in the pretest to 85.4 in the posttest, with classical mastery improving from 16.7% to 91.7%. The N-Gain score of 0.738 further confirmed a high level of learning improvement. Compared with previous studies, this research not only supports earlier findings that interactive media and Quantum Teaching can enhance motivation and engagement but also provides new evidence on the quantitative effectiveness of Canva-based learning media for science concepts. HERAMA offers contextual, fun, and technology-oriented learning, aligned with the principles of the Merdeka Curriculum and the demands of 21st-century education. Therefore, HERAMA can serve as an innovative alternative for improving both motivation and conceptual understanding in IPAS, especially food chain learning.

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