cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rizki Putri Ramadhani
Contact Email
rizki_putri@polinema.ac.id
Phone
+6281334622521
Journal Mail Official
rizki_putri@polinema.ac.id
Editorial Address
Jalan Selat Sunda IV/D4 Lesanpuro, Kedung Kandang, Malang, Indonesia.
Location
Kota malang,
Jawa timur
INDONESIA
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 699 Documents
 55   56   57   58   59 
A KETERAMPILAN BERBICARA SISWA DI SD NEGERI 3 LAPANG KECAMATAN LAPANG KABUPATEN ACEH UTARA DALAM PEMBELAJARAN BAHASA INDONESIA Rauzatul Jannah; Trisfayani; Syahriandi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (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.v6i2.852

Abstract

This study aims to describe the speaking skills of fifth-grade students at SD Negeri 3 Lapang, Lapang Substrict, North Aceh Regency in Indonesian language learning. The research used a descriptive quantitative approach with instruments including observation, teacher interviews, and students oral tests. The result oral tests. The results showed that acrss seven speaking aspects, most students were in the high category. Pronunciation: 70% high, intonation: 85%, vocabulary mastery: 65%, material mastery: 80%, speaking fluency: 40%, facial ekpression: 85%, and eye contact: 85%. These findings indicate that students’ speaking skills are generally in the good category.
The Influence of Learning Styles, Discipline, Interest, and Environment on the Learning Outcomes of Class X Phase E in Economics Subject Elfina Samoiri; Jimi Ronald; Rika Verawati
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (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.v6i2.856

Abstract

This study aims to examine the influence of learning style, learning discipline, learning interest, parental education level, and school environment on the learning outcomes of Grade X Phase E students in Economics at SMA Negeri 1 Sipora. The research used a quantitative method with a sample of 89 students, and data were collected using questionnaires. The results showed that all five variables had a positive and significant effect on learning outcomes. Partially, each variable had a t-value greater than the t-table. Simultaneously, the F-value was 14.743 > 2.48 with a significance value of 0.000 < 0.05, indicating that all variables together significantly affected students’ learning outcomes.
The Influence of Student Characteristics, Student Readiness to Learn, Learning Concentration, Teacher Teaching Quality, and Educational Costs on the Learning Achievement of Class X E Students in Economics Subject Guspina Rinawati Sababalat; Jimi Ronald; Lovelly Dwinda Dahen
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (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.v6i2.857

Abstract

This research aims to determine: The influence of student characteristics, student readiness to learn, learning concentration, teacher teaching quality, and education costs on the learning achievement of class X E students in Economics at SMA Negeri 2 Sipora, Mentawai Islands Regency.
Factors Affecting Students' Economics Learning Outcomes Marmieti; Rika Verawati; Lovelly Dwinda Dahen
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (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.v6i2.858

Abstract

This study aims to analyze the influence of learning independence, learning discipline, parental attention, teaching style, and school environment on students’ learning outcomes in Economics at SMA Negeri 1 Sipora. The research employed a quantitative approach with a descriptive-associative method. The population consisted of 114 tenth-grade students, with a sample of 89 students selected through stratified random sampling. Data were collected using a closed questionnaire and analyzed using multiple linear regression. The results showed that partially: learning independence had a significant effect on learning outcomes (β=0.056; t=2.228>1.988), learning discipline had a significant effect (β=0.119; t=2.275>1.988), parental attention had a significant effect (β=0.184; t=4.504>1.988), teaching style had a significant effect (β=0.104; t=3.061>1.988), and school environment also had a significant effect (β=0.073; t=2.799>1.988). Simultaneously, the five variables significantly influenced learning outcomes with F=23.473>2.48. These findings emphasize that student learning outcomes are determined not only by internal factors but also by external factors.
The Influence of Learning Styles, Learning Environment, Learning Facilities, and Learning Interest on the Academic Achievement of Class X E Students in Economics Thru Study Habits as an Intervening Variable Salminar Sababalat; Citra Ramayani; Jimi Ronald
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (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.v6i2.859

Abstract

This study aims to analyze the influence of learning styles, learning environment, learning facilities, and learning interest on students’ academic achievement through learning habits as an intervening variable. The research was conducted on class X E students of SMA Negeri 2 Sipora, Mentawai Islands Regency, with a population of 271 students and a sample of 136 students selected using proportional random sampling. The research method applied was quantitative with an associative approach. Data analysis techniques included descriptive analysis and path analysis using IBM SPSS Statistics 22. The findings revealed that: (1) learning styles had no significant effect on learning habits; (2) the learning environment had a significant effect on learning habits; (3) learning facilities had no significant effect on learning habits; (4) learning interest had no significant effect on learning habits; (5) learning styles had no significant effect on academic achievement; (6) learning habits had no significant effect on academic achievement; (7) the learning environment had no significant effect on academic achievement; (8) learning facilities had no significant effect on academic achievement; and (9) learning interest had no significant effect on academic achievement.
Revitalizing Poetry Learning: Enhancing Student Outcomes through the Demonstration Method in Eighth Grade Andi Wapa; Denok Andini; Ulya Nurul Laili
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): 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.v6i1.865

Abstract

This research aims to improve students' learning outcomes in reading poetry through the application of demonstration methods in class VIII of Muhammadiyah 11 Rogojampi Middle School. The background to this research is the low ability of students to read poetry expressively, caused by conventional learning methods that do not involve students' liveliness. This research uses a Class Action Research (PTK) approach with two cycles, each consisting of planning, implementation, observation and reflection stages. The research subjects were 16 students with varying levels of ability. The results of the pre-cycle observations showed that the majority of students were in the category of sufficient and insufficient grades, with an average of 59.37. After the application of the demonstration method, there was a significant increase in cycle I with the average value reaching 73.43. Students experience development in terms of intonation, expression, articulation, and appreciation when reading poetry. In addition to improving technical skills, this method also has a positive impact on students' learning motivation and self-confidence. The results of the study concluded that the demonstration method was effectively used in learning to read poetry because it was able to integrate cognitive, affective and psychomotor aspects. Therefore, this method is recommended to be applied in the teaching of other literary materials that require the expressive and interpretive involvement of students directly.
Hubungan Kesadaran Epistemologis Dengan Kemampuan Literasi Membaca Siswa Sekolah Dasar Guido Nainggolan; Ribka Sang Putri Zega; Cindy Pratiwi; Daulat Saragi
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): 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.v6i1.868

Abstract

This study aims to examine the effect of epistemological awareness-based learning interventions on the reading literacy skills of elementary school students. The background of this research is based on the low reading literacy of Indonesian students and the importance of the internal variable of epistemological beliefs in influencing how students understand texts. The research uses a quasi-experimental method with a nonequivalent control group pre-test/post-test design. The research subjects consisted of 60 fifth-grade students from PAB 27 Tanjung Mulia Private Elementary School in Medan City, who were divided into an experimental group and a control group. The research instruments include a reading literacy test based on the PISA framework and an epistemological awareness questionnaire that have been tested for validity and reliability. The treatment in the form of problem-based reading instruction with multiperspective texts was given to the experimental group for eight weeks, while the control group learned using conventional methods. The results of the ANCOVA analysis showed a significant difference in post-test reading literacy scores between the two groups, F(1,57)=18.74, p<0.001. The increase in the average reading literacy score in the experimental group was higher (16.70 points) compared to the control group (6.60 points). These findings affirm that interventions stimulating epistemological awareness effectively enhance students' reading literacy in depth. The implications of this research encourage teachers to integrate learning strategies that not only focus on literal reading skills but also foster epistemological awareness as a foundation for developing critical literacy.
Konstruksi Epistemologis dalam Pengembangan Berpikir Kritis Siswa Sekolah Dasar Liza Satria; Nurizam Auji; Daulat Saragi
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): 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.v6i1.870

Abstract

This study aims to analyze the effectiveness of epistemology-based learning in improving the understanding of science concepts among fifth-grade students at PAB 27 Tanjung Mulia Private Elementary School. The research uses a quasi-experimental method with a pretest-posttest control group design involving 52 students, consisting of 26 students in the experimental class and 26 students in the control class. The experimental class received epistemology-based learning involving activities of little scientists such as observing phenomena, formulating questions, constructing hypotheses, conducting experiments, and drawing evidence-based conclusions, while the control class received conventional learning. Data were collected thru written tests, observation of learning activities, and documentation, then analyzed using normality tests, homogeneity tests, independent sample t-tests, and N-Gain calculations. The research results showed that the average Posttest score of the experimental class was higher than that of the control class (81.5 vs 68.7), with an average N-Gain of 0.61 (medium-high) in the experimental class and 0.32 (low-medium) in the control class. Statistical analysis shows a significant difference between the two groups (p < 0.05). These findings indicate that epistemology-based learning significantly enhances students' understanding of science concepts, critical thinking skills, as well as their motivation and active participation. This research suggests the integration of epistemological principles in science learning practices in elementary schools to strengthen students' conceptual understanding and 21st-century skills.
Relevansi Pembelajaran Berpusat pada Siswa dengan Pengembangan Kemampuan Berpikir Kritis dalam Pembelajaran Tematik Kurikulum Merdeka Liza Satria; Nurizam Auji; Guido Nainggolan
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): 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.v6i1.871

Abstract

Primary education plays a crucial role in shaping critical thinking competencies as one of the key skills of the 21st century. However, the learning practices in elementary schools are still dominated by a teacher-centered approach, so the potential for students' critical thinking has not yet developed optimally. This article aims to critically examine the implementation of student-centered learning in the context of thematic learning within the Merdeka Curriculum. The method used is a critical literature review thru the Critical Book Review (CBR) and Critical Journal Review (CJR) approaches, by examining theoretical literature and recent empirical research. The study results show that student-centered learning aligns with the principles of constructivism, which positions students as active subjects in building knowledge thru experience, interaction, and reflection. The application in thematic learning, especially thru the problem-based learning model, discovery learning, and probing prompting, has proven effective in enhancing students' critical thinking skills, such as analysis, evaluation, problem-solving, and creativity. However, the effectiveness of the implementation highly depends on the readiness of the teachers, the quality of HOTS-based lesson planning, and the availability of media and supporting facilities. Some studies also show varying results, ranging from high to moderate categories, which emphasize the need to adapt strategies according to the school context. It is concluded that student-centered learning has both theoretical and practical relevance in enhancing critical thinking among elementary school students, provided it is supported by teacher competence and an adequate education system.
PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY TERHADAP HASIL BELAJAR SISWA PADA MATERI PERAWATAN MESIN SEPEDA MOTOR DI SMK NEGERI 1 KLUET SELATAN : PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY TERHADAP HASIL BELAJAR SISWA PADA MATERI PERAWATAN MESIN SEPEDA MOTOR DI SMK NEGERI 1 KLUET SELATAN Sifaima Hasiholan; Abubakar Dabet; Azhar Syahputra; Jumadi; Riza Andriani; Islami Fatwa
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): 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.v6i1.872

Abstract

This study aims to determine the effect of the Guided Inquiry learning model on students' learning outcomes in motorcycle engine maintenance material at SMK Negeri 1 Kluet Selatan. This study uses a quantitative method with a quasi-experimental design in the form of a Nonequivalent Posttest-Only Control Group Design. The research sample consists of two classes, namely the experimental class using the guided inquiry model and the control class using the conventional method. The data collection instrument is in the form of a learning outcome test that has been tested for validity and reliability. Based on the results of the data analysis (t-test), the significance value of 0.000 < 0.05 indicates a difference in student learning outcomes on motorcycle engine maintenance material at SMK Negeri 1 Kluet Selatan between those using the Guided Inquiry learning model and those not using the Guided Inquiry model. The use of the Guided Inquiry learning model in the teaching process of motorcycle engine maintenance material, whether in individual or group learning, can provide more effective and efficient learning. Thus, the Guided Inquiry learning model has a positive effect on student learning outcomes in motorcycle engine maintenance material. This finding shows that the application of the appropriate learning model can improve the quality of education at SMK Negeri 1 Kluet Selatan.

Page 57 of 70 | Total Record : 699

 55   56   57   58   59 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED) Vol. 5 No. 3 (2025): Journal of Practice Learning and Educational Development (JPLED) Vol. 5 No. 2 (2025): Journal of Practice Learning and Educational Development (JPLED) Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED) Vol. 4 No. 4 (2024): Journal of Practice Learning and Educational Development (JPLED) Vol. 4 No. 3 (2024): Journal of Practice Learning and Educational Development (JPLED) Vol. 4 No. 2 (2024): Journal of Practice Learning and Educational Development (JPLED) Vol. 4 No. 1 (2024): Journal of Practice Learning and Educational Development (JPLED) Vol. 3 No. 4 (2023): Journal of Practice Learning and Educational Development (JPLED) Vol. 3 No. 3 (2023): Journal of Practice Learning and Educational Development (JPLED) Vol. 3 No. 2 (2023): Journal of Practice Learning and Educational Development (JPLED) Vol. 3 No. 1 (2023): Journal of Practice Learning and Educational Development (JPLED) Vol. 2 No. 4 (2022): Journal of Practice Learning and Educational Development (JPLED) Vol. 2 No. 3 (2022): Journal of Practice Learning and Educational Development (JPLED) Vol. 2 No. 2 (2022): Journal of Practice Learning and Educational Development (JPLED) Vol. 2 No. 1 (2022): Journal of Practice Learning and Educational Development (JPLED) Vol. 1 No. 4 (2021): Journal of Practice Learning and Educational Development (JPLED) Vol. 1 No. 3 (2021): Journal of Practice Learning and Educational Development (JPLED) Vol. 1 No. 2 (2021): Journal of Practice Learning and Educational Development (JPLED) Vol. 1 No. 1 (2021): Journal of Practice Learning and Educational Development (JPLED) More Issue