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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 717 Documents
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Pengembangan Media Gambar Seri Puzzle untuk Meningkatkan Keterampilan Menulis Cerita Pendek Siswa Kelas III SDN Kalibata 11 Salsabila Septiyani Satria; Robiatul Munajah
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.v6i2.1151

Abstract

The development of series picture puzzle learning media is used to improve the short story writing skills of third grade students at SDN Kalibata 11. This study aims to explain the process of developing the series picture puzzle learning media and to determine its validity, effectiveness, and practicality in use. The type of research employed is Research and Development (R&D) using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research instruments include material validation sheets, media validation sheets, language validation sheets, and student response questionnaires. The results show that the material validation percentage is 97.77% with a very feasible category, the media validation percentage is 96.25% with a very feasible category, and the language validation percentage is 70% with a feasible category. In addition, the student response questionnaire results indicate that Class IIIA obtained a percentage of 94.87% and Class IIIB obtained 98%, both categorized as very feasible. The effectiveness of the learning media is also demonstrated by the N-Gain values of 0.54 for Class IIIA and 0.50 for Class IIIB, both of which fall into the moderate category. Based on these results, it can be concluded that the series picture puzzle learning media is feasible and moderately effective for teaching short story writing to third grade students at SDN Kalibata 11.
The The Urgency of Philosophy of Science as an Epistemological Basis for the Development of Science Aditra Zulfi; Delfiani; Intan Putri Refita; Nadya Meisya Putri; Rike Kartika Sari; Desyandri
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.v6i2.1153

Abstract

The philosophy of science plays a fundamental role in the development of science, particularly as an epistemological basis that determines how to acquire, validate, and develop scientific knowledge. This article aims to examine the urgency of the philosophy of science in building a solid epistemological foundation for the development of science amidst the dynamics of scientific and technological progress. The approach used in this research is a literature study using a descriptive-critical analysis method of various relevant literature, including books, scientific journals, and classical and contemporary philosophical works. The results of the study indicate that the philosophy of science plays a role in explaining the basic assumptions of science, the limitations of scientific knowledge, and the criteria for truth and validity of science. In addition, the philosophy of science also functions as a reflective and critical tool in addressing epistemological problems, such as objectivity, the scientific method, and the relationship between science and human values. Thus, the existence of the philosophy of science as an epistemological basis is crucial to ensure that the development of science is not only technical and pragmatic, but also rational, systematic, and philosophically responsible. This article is expected to provide a theoretical contribution in strengthening understanding of the strategic role of the philosophy of science in the sustainable development of science.
TEACHERS' PERCEPTIONS OF THE USE OF THE TALKING CHIPS METHOD TO IMPROVE THE SPEAKING SKILLS OF ELEMENTARY SCHOOL STUDENTS Dewi Ayu Larassati; Robiatul Munajah
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.v6i2.1154

Abstract

Education is a necessity for every Indonesian citizen aimed at forming a child to become the nation's successor and be able to face developments in various fields. Educational institutions need to innovate to organize teaching and learning activities that aim for students to gain knowledge to improve their potential and skills. Speaking skills are a skill that needs to be applied to all students so that they are able to convey ideas but by conveying them using language verbally, other people are able to understand what is said by students. Talking chips is a learning model so that students are able to interact in a group, channel ideas, concepts that they want to express. So that they are able to create ideas about what they want to express to improve speaking skills. By using the Classroom Action Research (CAR) method or (action research). The results of this study indicate that the application of the Talking Chips method will increase the level of student confidence so that they are able to increase insight or increase the level of speaking skills. This shows with a percentage level of 80% that the Talking Chips method affects students' confidence in speaking skills.
The Relevance of the Philosophy of Science in the Era of Artificial Intelligence: An Epistemological Reflection on Digital Truth Khairatunnisa, Aulia; Darma Putri, Celia; M. Abyadi; Furqon, Mohd; Gustini, Popy; Desyandri
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.v6i2.1155

Abstract

The rapid development of Artificial Intelligence (AI) has significantly transformed the production and dissemination of knowledge in the digital sphere, while simultaneously raising epistemological concerns regarding truth, validity, and the authority of knowledge. Information generated by AI systems often appears systematic and convincing, which may lead to its being equated with authentic scientific knowledge. This condition highlights the crucial role of the philosophy of science as a reflective framework for critically assessing and distinguishing between AI-generated outputs and genuine knowledge grounded in strong epistemic foundations. This study aims to examine the relevance of the philosophy of science in the era of Artificial Intelligence through an epistemological reflection on digital truth. The research employs a Systematic Literature Review (SLR) method by analyzing national journal articles indexed in SINTA published within the last five years that address philosophy of science, epistemology, AI, and digital truth. The findings indicate that AI-generated outputs are probabilistic and representational in nature, and therefore cannot be equated with scientific knowledge that requires rational, empirical, and methodological justification. The philosophy of science plays an essential role in providing an evaluative framework for assessing claims of digital truth, maintaining academic integrity, and enhancing users’ epistemological literacy in the use of AI. Consequently, an epistemological approach grounded in the philosophy of science is essential for critically understanding and responding to digital truth in the era of intelligent technologies.
Development of AKSI Books Based on the Discovery Learning Model to Improve the Creativity of Grade III Elementary School Students Mutiara Rahma; Deni Setiawan
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.v6i2.1156

Abstract

This study aims to develop the AKSI Book (Ayo Kreasi Seni Kolase Interaktif) based on the Discovery Learning model to enhance collage art creativity of third-grade elementary school students and to examine its feasibility, practicality, and effectiveness in improving students’ creativity. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects were 30 third-grade students of SDN Tambakaji 01 Semarang. Data were collected through interviews, questionnaires, and creativity tests, while data analysis was conducted using descriptive quantitative techniques and statistical analysis. The validation results indicated that the AKSI Book was categorized as highly feasible by media experts with a score of 96.25% and by material experts with a score of 92%. The teacher response showed a practicality level of 85%, which was categorized as very feasible. The effectiveness test revealed a significant improvement in students’ creativity after the implementation of the AKSI Book. This was indicated by the paired-sample t-test significance value of 0.000 (< 0.05), an increase in the mean creativity score from 68.93 in the pretest to 85.67 in the posttest, and an N-Gain value of 0.54 in the moderate category. Therefore, the Discovery Learning–based AKSI Book is feasible, practical, and effective as a supplementary teaching material for collage art learning to improve elementary school students’ creativity.
Pengembangan Media Quiz Card Treasure Berbasis Kearifan Lokal untuk Penguatan Kecerdasan Spasial Siswa di Sekolah Dasar Angga Setiawan; Intan Susetyo Kusumo Wardhani; Wawan Prasetyo; Diyanti Jati Pratiwi; Lataniya Fie Dzikry
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.v6i2.1172

Abstract

This research is motivated by the low spatial intelligence of elementary school students in visualizing abstract spatial concepts within Natural and Social Sciences (IPAS) learning. The objective of this research is to develop the Quiz Card Treasure medium based on Trenggalek local wisdom that is proven valid, practical, and effective in strengthening students' spatial abilities. The method employed is Research and Development (R&D) utilizing the ADDIE development model, which comprises the Analyze, Design, Development, Implementation, and Evaluation stages. The research subjects involved 75 fourth-grade students from three elementary schools in Trenggalek Regency. Data collection techniques included expert validation sheets, response questionnaires, and performance tests. The results indicate that the developed medium met the "very valid" criteria, with feasibility percentages of 90% for material, 92% for media, and 90% for instructional design. The practicality test received a very positive response, with 92% from teachers and 93% from students. The effectiveness test demonstrated a significant improvement in learning outcomes, achieving an average N-Gain score of 0.65, classified in the medium category. It is concluded that integrating treasure hunt game mechanisms with local wisdom content effectively stimulates students' visualization and directional orientation abilities, making it a suitable innovative learning solution for elementary schools.
Penerapan Teori Konstruktivisme Jean Piaget Menggunakan Metode Zentangle Dalam Pembelajaran Seni Rupa Siswa SMP Talensta Mellandika Wardhani; Anik Juwariyah; Warih Handayaningrum
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.v6i2.1201

Abstract

The purpose of this study is to describe the implementation of Jean Piaget’s constructivist theory using the Zentangle method in visual arts learning for junior high school students. This research employed a descriptive qualitative approach with 30 ninth-grade students of SMP Negeri 1 Nawangan as the research subjects. Data were collected through observation, interviews, and documentation during the visual arts learning process. The results of the study indicate that the application of Jean Piaget’s constructivist theory through the Zentangle method provides a holistic learning approach by engaging students’ cognitive, affective, and psychomotor aspects. Consequently, visual arts learning becomes more meaningful, enhances students’ learning motivation and self-exploration, and improves the quality of students’ learning and artistic practice.
STEAM-Based Arabic Language Learning and Madrasah Student’s Critical Thinking Laili Mas Ulliyah Hasan; Nur Aisyatir Rodliyah
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.v6i1.1222

Abstract

This study aims to examine the implementation of STEAM-based Arabic language learning and its relationship with madrasah students’ critical thinking skills. Arabic language instruction in madrasah contexts is often perceived as teacher-centered and focused on memorization, which limits students’ opportunities to develop higher-order thinking skills. To address this issue, a STEAM-based learning approach was applied to integrate science, technology, engineering, art, and mathematics elements into Arabic language learning activities. This research employed a qualitative descriptive approach conducted at Madrasah Ibtidaiyah Al-Asy’ari. Data were collected through classroom observations, in-depth interviews with teachers and students, and reflective assessments of students’ learning performance. The findings indicate that STEAM-based Arabic language learning encourages active student participation, collaborative problem-solving, and creative language use. Students demonstrated improved critical thinking skills, particularly in analyzing simple problems, expressing ideas in Arabic, and reflecting on learning tasks. The study concludes that integrating STEAM into Arabic language learning is effective in fostering students’ critical thinking and creating a more meaningful and contextual learning experience in madrasah settings.
Improvement of Science Learning Outcomes on the Topic of Changes in the State of Matter Thru the Game-Based Learning Model Assisted by Wordwall Media for 3rd Grade Elementary School Insyiatul Iftitah; Lasim Muzammil; Qomariyah
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.v6i2.1241

Abstract

This research is motivated by the low learning outcomes of students in the IPAS subject on the material of changes in the state of matter in the third grade of elementary school. The aim of this research is to improve students' learning outcomes thru the application of the Game Based Learning model assisted by Wordwall media. This research is a Classroom Action Research (CAR) conducted in two cycles, with 28 third-grade elementary school students as the research subjects. Each cycle consists of the stages of planning, implementation, observation, and reflection. The data collection techniques used are tests, observations, and documentation. Data were analyzed descriptively, both quantitatively and qualitatively. The research results show that the application of the Game Based Learning model assisted by Wordwall media can improve students' learning outcomes. This is evidenced by the increase in the average class score from 58.07 in the pre-cycle to 68.50 in cycle I and further increasing to 81.14 in cycle II. The percentage of learning completeness also improved from 32.14% in the pre-cycle to 53.57% in cycle I and 82.14% in cycle II. Additionally, the N-Gain calculation result of 0.55 falls into the moderate category. Thus, it can be concluded that the application of the Game Based Learning model assisted by Wordwall media can improve the learning outcomes of IPAS on the material of the change of state of matter for third-grade elementary school students.
Improving Elementary School Students' Understanding of the Concept of Flat Geometry Elements Through an Open-Ended Approach Mufaricha Ulia Anjani; Akhmad Jufriadi; Qomariyah
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.v6i2.1246

Abstract

This study aims to improve the understanding of the concept of the elements of plane figures in grade III students of Tanjungrejo 5 Public Elementary School through the application of an open-ended approach. The main problem found in the pre-action was the low ability of students to understand geometric concepts due to reliance on memorization and one definite answer. This Classroom Action Research (CAR) was carried out in two cycles using the Kemmis & McTaggart model which includes the stages of planning, implementation, observation, and reflection. The learning steps applied included open problem orientation, problem presentation, independent or group problem solving, and discussion of the results of the solution. The results showed a significant increase in conceptual understanding gradually. Students' classical mastery in the pre-action only reached 3.70% with a very poor category. After the action was carried out in cycle I, the mastery rate increased to 64.28%. In cycle II, classical mastery jumped to 92.80% and was included in the excellent category. This increase is supported by the theory of constructivism and the theory of cognitive flexibility which emphasize that knowledge is actively constructed by students through problems that challenge creativity. This approach has proven effective in making students more creative and able to solve mathematical problems with more than one solution.

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