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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 511 Documents
 48   49   50   51   52 
Analysis of the Implementation of the Pomodoro Technique in Enhancing the Learning Concentration of Eighth-Grade Students Gita Tausyah Sakinah; Agus Prasetyo Kurniawan; Astarika
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.944

Abstract

This study aims to analyze the implementation of the Pomodoro Technique in teaching at the eighth-grade class of MTs Darul Ulum Waru and its impact on improving students’ concentration. The research employs a qualitative approach using a case study method. Data were collected through observation, interviews, and documentation. The findings reveal that the application of the Pomodoro Technique has a positive influence on students’ learning concentration and focus. The use of 25-minute study intervals followed by 5-minute breaks helps maintain students’ optimal attention, reduce boredom, and enhance time management during learning activities. Teachers play a crucial role in guiding the process, monitoring students’ time use, and ensuring that breaks are used effectively. Challenges encountered include limited face-to-face learning time, students’ initial adaptation to the interval system, and a lack of awareness regarding the importance of time management. Overall, the Pomodoro Technique proves to be an effective learning strategy for fostering a more focused, productive, and enjoyable learning environment in madrasah settings. With consistent implementation and proper teacher guidance, this technique has the potential to enhance learning quality and students’ academic performance.
Analysis of Cognitive Diagnostic Assessment of the Indonesian Language Subject for Fourth Grade Students Andriani, Rizki; Asyraf Suryadin; Dody Pranata
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.946

Abstract

Cognitive diagnostic assessment serves as a tool to evaluate and identify students’ cognitive abilities. This study investigates its implementation in the Indonesian language subject for fourth-grade students at UPTD SD Negeri 8 Belinyu. Employing a qualitative descriptive approach, the research utilized eight assessment indicators: four focusing on students and four on teachers. Both students and teachers were included as participants, while data were gathered through interviews, observations, and documentation, then systematically analyzed. Findings indicate that students’ ability profiles (Indicator 1) averaged a score of 3, classified as moderate. Potential strengths (Indicator 2) scored between 3 and 4, suggesting opportunities for adaptive strategy development. Potential weaknesses (Indicator 3) scored 3, indicating situational constraints. Students’ cognitive capacity (Indicator 4) scored 3–4, reflecting readiness to engage in learning. Among teacher-related indicators, remedial instruction (Indicator 5) was implemented optimally with a score of 4, whereas learning support distribution (Indicator 6) scored 3, showing uneven provision. Learning alignment with curriculum standards and objectives (Indicator 7) and clarity in individual assessment (Indicator 8) both scored 4. In conclusion, cognitive diagnostic assessment contributes positively to students’ academic achievement, offering a structured and sustainable framework for enhancing learning outcomes at both individual and class levels.
The Influence of the Every One is A Teacher Here Type Active Learning Strategy on IPAS Learning Outcomes Rahmi Rahmini; Vika Martahayu; Rifki Hanif Setiawan
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.950

Abstract

The effectiveness of learning activities in the classroom greatly influences students’ academic achievement. One teaching approach considered to be highly effective is the AL-ETH strategy, which emphasizes active student participation by allowing learners to teach the subject matter to their peers. This research aims to investigate the impact of the AL-ETH method on IPAS learning outcomes of fifth-grade students at SD Negeri 08 Koba. The study applied a quantitative research design with a quasi-experimental approach. Data collection involved pretests and posttests, with instruments that had previously been validated for reliability and validity. The resulting data were then subjected to normality and homogeneity tests to verify their suitability for statistical analysis. The findings from the normality test showed that the control group had significance values of 0.233 for the pretest and 0.085 for the posttest. Similarly, the experimental group obtained significance values of 0.380 and 0.121 for the pretest and posttest, respectively. Since all values exceeded the 0.05 threshold, the data from both groups were deemed to be normally distributed. In addition, the homogeneity test revealed that both the pretest and posttest data were homogeneous, with significance values of 0.515 and 0.557. Based on these findings, the alternative hypothesis was accepted, suggesting that the “Everyone Is A Teacher Here” (AL-ETH) strategy had a statistically significant positive effect on improving IPAS learning outcomes among fifth-grade students at SD Negeri 08 Koba.
Teachers' Experiences in Using Digital Media to Enhance Elementary Students' Learning Enthusiasm Nufus, Ayatun; Haifaturrahmah; Muhammad Nizaar
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.954

Abstract

This study aims to describe teachers’ experiences in using digital media to enhance elementary students’ learning enthusiasm. A descriptive qualitative approach was applied with data collected through in-depth interviews, direct observations, and documentation. Informants were selected purposively, focusing on teachers who have direct experience in integrating digital media in the classroom. Data were analyzed using Miles and Huberman’s model, including data reduction, data display, and conclusion drawing. The findings reveal that digital media such as videos, interactive animations, and educational applications effectively attract students’ attention, increase active participation, and strengthen conceptual understanding. However, challenges such as limited facilities, unstable internet access, and varying levels of teachers’ technological competence remain obstacles. Teachers’ creativity and pedagogical reflection are key factors in the successful integration of technology. This research emphasizes the importance of enhancing teachers’ digital competence to create innovative, engaging, and adaptive learning in the digital era.
Efforts of Classroom Teacher Strategies and the Use of Learning Media on Students' Discipline Character Anisa Alkamila; Haifaturrahmah; Muhammad Nizaar
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.958

Abstract

This study aims to analyze the role of classroom teacher strategies and the use of instructional media in shaping students’ disciplinary character through a Systematic Literature Review (SLR) approach. Literature sources were obtained from Google Scholar, ResearchGate, and the Directory of Open Access Journals (DOAJ), focusing on publications from 2020 to 2025. The findings reveal that teaching strategies involving exemplary behavior, habituation, supervision, and the implementation of reward and punishment systems are effective in fostering students’ discipline. The effectiveness of these strategies is further enhanced when integrated with engaging and contextual learning media such as educational videos, animations, and interactive digital tools. The synergy between teaching strategies and learning media strengthens the internalization of discipline values through meaningful learning experiences. However, research gaps were identified, including the limited number of empirical studies examining the synergistic relationship between teacher strategies and learning media, as well as the lack of longitudinal studies assessing long-term impacts. Furthermore, few studies have explored the integration of emerging technologies such as gamification and augmented reality in character education. Therefore, it is essential to develop an integrative learning model based on classroom teacher strategies and interactive digital media to reinforce students’ disciplinary character, contributing both theoretically to character education and practically to promoting a sustainable culture of discipline in elementary schools.
Development of Spatial.io-Based GeoRivers Learning Media in Sub-Material of Dynamics of Land Waters on River Surface Oktavia, Wita; Yuswanti Ariani Wirahayu
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.959

Abstract

Learning media has an important role in the teaching and learning process in schools. Currently, teachers are expected to have skills in media literacy and the use of learning technology. Teachers need to adapt and utilize technology to create an effective learning process. This research aims to develop GeoRivers learning media based on the Spatial.io platform  in the sub-material of Dynamics of Land Waters on the River Surface for grade X students. The research subjects for the media development trial were students of class XI IPS 2 MA Bilingual Batu which amounted to 26 students. The results of the needs analysis that have been carried out through observation, interviews, and questionnaires show that there is a need for innovation in learning media such as interactive digital media. The validation test involved media and material experts. The results of the media validation test showed that this media was very valid with scores of 87.59% and 89.11% in the material validation test. The results of the response by the students obtained a score of 90.38% (very good). The results of this study show that Spatial.io-based GeoRivers  learning media is very feasible to be used in Geography learning. However, this study is still limited to the attractiveness and feasibility aspects, so further studies are needed to test its effectiveness thoroughly.
Pembelajaran berbasis Teknologi Melalui Game based Learning Platform Wordwall pada Anak Usia Dini Syofiyanti, Dessy; Pipit Aprilia Susanti; Martiani; Yolla Franssisca; Dwi Budiarti; Rahma Dwi Marta; Serli Hasmita
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.962

Abstract

This study aims to analyze the effectiveness of technology-based learning through the Wordwall game-based learning platform in early childhood education using the Systematic Literature Review (SLR) method. The study systematically reviewed ten national and international journal articles published between 2019 and 2025 that examined the application of Wordwall in early childhood learning. The selection process involved inclusion and exclusion criteria to ensure the relevance and quality of the reviewed studies. The results indicate that Wordwall is highly effective in enhancing children’s cognitive, language, and learning motivation aspects. It promotes active engagement, improves vocabulary mastery, and fosters logical thinking through interactive game-based activities. Moreover, Wordwall encourages teachers to design creative and child-centered learning experiences aligned with 21st-century digital competencies. Despite its advantages, several challenges remain, including limited digital infrastructure and teachers’ technological readiness in certain schools. Overall, the findings demonstrate that Wordwall serves as an adaptive, effective, and enjoyable digital learning innovation that supports holistic child development in early childhood education settings.
Contextualizing the Kacapi Instrument in Karungut Tradition: A Reflection of Indonesian Art Education Paradigm through Ki Hadjar Dewantara’s Philosophy Elvionita Surya, Dhea; Uus Karwati; Reni Haerani
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.963

Abstract

This study aims to analyze the pedagogical and philosophical meanings contained in the kacapi instrument in the Karungut oral tradition of the Dayak Ngaju people in Central Kalimantan and its relevance to Ki Hadjar Dewantara's philosophy of education. Using descriptive-ethnographic qualitative methods, this study explores the symbolic and moral dimensions of the kacapi instrument and Karungut as a form of cultural pedagogy. The results show that the kacapi functions not only as a musical accompaniment, but also as a symbol of balance, spirituality, and wisdom, which is embodied through symbolic ornaments such as Batang Garing and Burung Enggang. This representation is in line with Ki Hadjar Dewantara's three principles of education, namely Ing Ngarso SungTulodo, Ing Madyo Mangun Karso, and Tut Wuri Handayani, which emphasize character building through exemplary behavior, guidance, and freedom of expression. Thus, the recontextualization of the kacapi in the Karungut tradition becomes a form of culture-based arts education that fosters moral character, ecological awareness, and cultural identity.
Development of Numeracy Learning Media to Improve Critical Thinking Skills of Sixth-Grade Students in Elementary Schools in Central Jakarta Permatasari, Putri; Susanto, Ahmad; Sofian Hadi, Muhamad
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.973

Abstract

This study aims to develop numeracy learning media in the form of a numeracy board and examine its effectiveness in improving the critical thinking skills of sixth-grade elementary school students in Central Jakarta. The research was motivated by the low achievement in numeracy and critical thinking, as indicated by the 2024 education report and interviews with teachers, which showed that mathematics was one of the least favored subjects due to conventional teaching methods. The research method employed was Research and Development (R&D) with the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The research subjects were 56 sixth-grade students from SDN Gondangdia 05 and SDN Cikini 01 Pagi, Menteng District. Research instruments included critical thinking skill tests, student and teacher questionnaires, and observation sheets. Validation results showed excellent feasibility ratings, with 92% from material experts, 96% from design experts, and 97% from language experts, while teachers rated 94% and students 97%, indicating that the media was practical and engaging in the learning process. The pretest average score was 50.54, while the posttest average increased to 86.05, with an improvement of 35.51%. The t-test showed a significant difference with p < 0.05, and the N-Gain score of 0.72 was categorized as high, indicating that the numeracy board was effective in enhancing critical thinking skills. Therefore, the numeracy board is proven to be feasible, practical, and effective as interactive mathematics learning media that supports the development of higher-order thinking skills.
Blood Type Approach in Integrated Social Studies Learning: Innovating Personalized Learning Strategies to Improve Students' Social-Emotional Intelligence Purnomo, Dian; Aramudin
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.997

Abstract

Social-emotional intelligence (KSE) is an important aspect of student development, which supports academic success and social interaction. The blood type approach, which focuses on individual characteristics, can be used to improve students' KSE in Integrated Social Studies learning. This study aims to examine the application of the blood type approach in Integrated Social Studies learning as an innovative strategy to develop students' KSE. The method used is a qualitative approach with a case study design, involving classroom observation, interviews with teachers and students, and analysis of learning documents. The results showed that the application of the blood type approach improved social interaction, group cooperation, and students' ability to manage their emotions. Students feel more connected to the learning material, while teachers can adjust learning strategies according to the social-emotional characteristics of the students. This approach also helps to increase a sense of empathy between students of different blood types. In conclusion, the blood type approach in Integrated Social Studies learning has been shown to be effective in improving students' social-emotional intelligence, with a positive impact on their social and emotional abilities in the context of learning and daily life.

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