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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 745 Documents
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THE INFLUENCE OF SELF-CONFIDENCE, READINESS TO LEARN, PEERS AND FAMILY ENVIRONMENT ON THE LEARNING ACHIEVEMENT OF CLASS X STUDENTS IN SUBJECTS ECONOMICS THROUGH LEARNING DISCIPLINES VARIABLE INTERVENTION AS AT PERTIWI 1 SMA Humairah, Siti; Yasmi, Fifi; Stevani
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.v6i2.1013

Abstract

This study aims to determine the influence of self-confidence, learning readiness, peers, and family environment on learning discipline. It also aims to determine the influence of self-confidence, learning readiness, peers, family environment, and learning discipline on academic achievement. This type of research is descriptive and associative. The population in this study consisted of 131 students of class X at SMA Pertiwi 1 Padang. The sample was taken using a stratified random sampling technique. The instruments used in this study were closed questionnaires, and the analysis tests used included path analysis, hypothesis testing, and t-tests, with the assistance of SPSS and Eview8 programs. The results of this study are: 1) there is an effect of self-confidence on learning discipline with a coefficient value of 0.371 and a t-count value of 2.897 > t-table 1.666, 2) there is an effect of learning readiness on learning discipline with a coefficient value of 0.438 and a t-count value of 4.552 > t-table 1.666, 3) there is an effect of peers on learning discipline with a coefficient value of 0.258 and a t-count value of 2.737 > t-table 1.666, 4) there is no effect of family environment on learning discipline with a coefficient value of -0.143 and a t-count value of -1.913 > t-table 1.666, 5) there is an effect of self-confidence on learning achievement with a coefficient value of 0.190 and a t-count value of 2.047 > t-table 1.666, 7) There is an influence of peer groups on learning achievement with a coefficient value of 0.467 and a t-count value of 5.845 > t-table 1.666, 8) there is an influence of family environment on learning achievement with a coefficient value of -0.419 and a t-count value of 6.802 > t-table 1.666, 9) there is an influence of learning discipline on learning achievement with a coefficient value of 0.205 and a t-count value of 2.147 > t-table 1.666.
Developing Pedagogical Standards and AI Policies for Adaptive Learning in Equitable and Safe School Education Masfufah; Didit Darmawan
Journal of Practice Learning and Educational Development Vol. 3 No. 4 (2023): 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.v3i4.321

Abstract

This article discusses the utilization of artificial intelligence in adaptive learning in schools and how advancements in pedagogical standards and regulations can ensure the quality, safety, and social acceptance of the system. The analysis focuses on opportunities, challenges, and strategies for equalizing access to technology, data protection, teacher engagement, and national standard requirements. In the digital age, artificial intelligence is increasingly dominating personalized and data-driven learning models, so schools are expected to be responsive to technological developments and build collaborations with various parties. The importance of digital infrastructure, student data protection, teacher training, and participatory regulations was emphasized. Lack of infrastructure remains a barrier to equitable access, while the professional adaptation of educators is a key to success. Regular regulations, independent audits, data transparency, and the involvement of the school community play a role in maintaining public trust in artificial intelligence systems in education. This transformation must be balanced with a learning culture that is open, fair, and values diversity. The formulation of recommendations includes strengthening infrastructure, developing national standards, increasing digital literacy, and empowering school communities. This study concludes that equal access and the implementation of robust artificial intelligence pedagogical standards are crucial for delivering quality and sustainable education. Collective consciousness and policy updates must go hand in hand with technological changes to ensure the education system remains relevant and capable of responding to future challenges.
Utilization of Project Design Model Using Communicative Learning Assisted by Educaplay Media in Learning to Writing Negotiation Texts on Class X Students Nisrina Hana Suparwati; Dheni Harmaen; Yeni Cania Puspita
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.v5i4.577

Abstract

This study was conducted as an effort to improve negotiation text writing skills in grade X students in Indonesian language learning. This study used a descriptive quantitative method with a Quasi Experimental Design. The test data collection technique was in the form of pre-test and post-test. Based on the results of the study, there was an increase in students' writing skills, as seen from the average pre-test and post-test scores in the experimental class (64 to 89) and the control class (62 to 83). The effectiveness of the learning model was also strengthened by the results of the N-Gain test with results of 76.8640 for the experimental class (effective category) and 24.2203 for the control class (ineffective category). In addition, the independent sample t-test showed a significant difference between the learning outcomes of the experimental class and the control class with a significance value of 0.000 (< 0.05).
The Use of Raft Strategy (Role, Audience, Format, Topic) Assisted by Wordwall Media on Grade VII Students in Learning to Writing Descriptive Texts Muhamad Ersa Kaisar; Dheni Harmaen; Yeni Cania Puspita
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.v5i4.582

Abstract

This study discusses the low ability of students in writing descriptive texts. One of the factors that influences the low ability to write descriptive texts is the use of learning strategies and learning media that are less innovative and monotonous so that students feel bored when learning to write descriptive texts. The purpose of this study was to test the effectiveness of the RAFT (Role, Audience, Format, Topic) strategy assisted by Wordwall media in learning to write descriptive texts, in this study, namely quantitative experiments, with a Quasi Experimental design. The RAFT strategy assisted by Wordwall media is effective in learning to write descriptive texts. This can be proven from the results of the N-Gain test which shows the average value obtained by the experimental class, namely 77.2725> 76 so that it can be said that RAFT assisted by Wordwall media is categorized as effective. It can also be seen from the results of the average pretest and posttest scores of the two classes. The average pretest score of the experimental class was 56.2 and the average posttest score of the experimental class was 86. While the average pretest score of the control class was 47.2 and the average posttest score of the control class was 60.8. In the experimental class there was an increase in the average score of 29.8. While in the control class there was an increase in the average score of 13.6. With this, the learning was carried out successfully.
Studi Komparatif Terjemahan Arab-Indonesia Menggunakan Dola AI dan Grok AI syahla; Angga Frananda
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1345

Abstract

The rapid proliferation of Artificial Intelligence (AI) in Arabic-Indonesian translation has created an urgent need to evaluate the capabilities of emerging platforms. This study analyzes and compares the translation quality of two latest-generation AI platforms, Dola AI and Grok AI, using the accuracy, acceptability, and readability parameters of the Nababan et al. (2012) evaluation model within Nida's dynamic equivalence framework. A qualitative descriptive-comparative method was employed, with 20 Arabic texts selected through purposive sampling across four genres—basic structure, religious studies, journalistic, and literary—validated by domain experts using an identical prompt. Results reveal that Grok AI consistently outperforms Dola AI with an overall mean score of 2.57 versus 2.33, with the largest gap in religious texts (0.54 points) due to Dola AI's critical terminological confusion in fiqh vocabulary. Both platforms failed equally on figurative language in literary texts. This study concludes that Grok AI is more reliable for academic Arabic translation, though human verification remains essential for Islamic legal and literary texts.
The Effectiveness of Wordwall in Enhancing Arabic Vocabulary Mastery Among Fourth-Grade Students at SDIT An Najiyah Pekanbaru Ainiyyah Wil Dhani; Resy Mulyani
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1414

Abstract

Mastering vocabulary is essential for developing proficiency in the Arabic language. However, elementary school students often struggle to memorise and comprehend Arabic vocabulary. One contributing factor is the limited use of engaging learning materials that encourage active participation. This study aimed to determine the effectiveness of the wordwall platform in improving Arabic vocabulary mastery among Year 4 students at SDIT An Najiyah in Pekanbaru. A pre-experimental method was employed using a one-group pretest-posttest design, involving 26 female students in Year 4. Data were collected through written tests administered before and after the intervention, and analysed using the Wilcoxon signed-rank test and the N-Gain Test. The results showed that the mean score increased from 85.58 in the pre-test to 96.15 in the post-test. The Wilcoxon test revealed a significance value of p < 0.001, indicating a statistically significant improvement in vocabulary mastery among the students after the intervention. Furthermore, the N-Gain score was 77.85%, falling into the high category. These findings suggest that the wordwall platform effectively enhances Arabic vocabulary mastery among fourth-grade students at SDIT An Najiyah Pekanbaru.
Eksistensi Bahasa Arab Amiyyah di Komunitas Keturunan Arab Indonesia Chika Salsabila; Muhammad Azhar
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1417

Abstract

Sociolinguistic studies view language not only as a means of communication but also as a representation of a community’s social and cultural identity. In multilingual societies, minority languages frequently face pressure from majority languages that dominate social, educational, and public communication domains. This study aims to describe the existence of Arabic Amiyyah within Indonesian Arab-descendant communities, analyze the social contexts of its use, and identify the supporting and inhibiting factors affecting its continuity within non-Arab-descendant societies. This research employed a qualitative method with a case study approach. Data was collected through interviews with informants who still use Arabic Amiyyah within family and community settings and were subsequently analyzed using descriptive qualitative techniques. The findings reveal that Arabic Amiyyah continues to exist, although its use is limited and contextual, particularly within family domains and internal community interactions with specific vocabulary, code-mixing, code-switching, and full utterances in certain situations. The existence of this language is supported by the role of the family, the presence of community networks, and cultural awareness as markers of Arab-descendant identity. However, the dominance of the Indonesian language, limited environments for language use, and declining interest among younger generations constitute the main factors hindering its continuity. This study contributes to the expansion of sociolinguistic research on the existence and maintenance of non-regional minority languages in Indonesia.
PENGEMBANGAN CROSSWORD PUZZLE PENGEMBANGAN CROSSWORD PUZZLE MELALUI PROBLEM BASED LEARNING PADA MATERI PETA INDONESIA UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS V UPT SD NEGRI MINGGIRSARI KABUPATEN BLITAR: PENGEMBANGAN CROSSWORD PUZZLE MELALUI PROBLEM BASED LEARNING M. Chafidh Tamami; Mohamad Fatih; Shofi Nur Amalia
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1456

Abstract

This study sought to create a crossword-puzzle teaching aid using a problem-based learning approach on the Indonesian map topic to enhance fifth graders’ critical thinking at UPT SD Negeri Minggirsari, Blitar RegencyThe ADDIE paradigm, This was applied in the research and development design and includes analysis, design, development, implementation, and assessment. The product's fitness for usage was indicated by validation ratings of 81.2% from a subject-matter expert and 92.5% from a media expert. A pretest total of 1,020 and a posttest total of 1,853 were obtained by testing the product with 20 students, resulting in an N-gain of 0.84 (high). As a result, the problem-based crossword puzzle helped students develop their critical thinking skills about the Indonesian map.
The Influence of Augmented Reality (AR) Assisted Diorama Media on the Learning Outcomes of Third Grade Students in IPAS Metamorphosis Material Ratna Dwi Astuti; Aulia Fajar Khasanah; Uci Ulfa Nur` Afifah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1474

Abstract

This study aimed to analyze the effect of augmented reality (AR)-assisted diorama media on third-grade students learning outcomes in Natural and Social Sciences (IPAS), specifically on the topic of metamorphosis, at MIN 2 Ngawi. This study employed a quantitativ approach using a quasiexperimental pretest and posttest control groupp design. The population and sample consisted of 43 students: 22 students from Class III A as the experimentaly group and 21 students from Class III B as the control group. A saturated sampling technique was applied. The research instrument was a multiplee-choice test whose validity, reliability, item difficulty, and discriminating power were examined. Of the 40 items tested, 28 were declared valid, and the Cronbach’s Alpha coefficient was 0.957. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the homogeneity test, the paired-samples t-test, and the independent-samples t-test with the assistance of SPSS version 24. The results showed that the mean score of the experimental group increased from 60.91 to 86.59, while the mean score of the control group increased from 53.33 to 74.29. The t-test results indicated a significance value of p < 0.05. Therefore, AR-assisted diorama media had a significant effect on third-grade students IPAS learning outcomes on the topic of metamorphosis at MIN 2 Ngawi.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ARTICULATE STORYLINE 3 PADA PEMBELAJARAN IPAS DI KELAS V SEKOLAH DASAR GUGUS IV KECAMATAN GUNUNG TULEH KABUPATEN PASAMAN BARAT Ramadhani, Dina; Mansurdin
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1541

Abstract

This study aims to develop an interactive learning medium based on Articulate Storyline 3 for the Natural and Social Sciences (IPAS) subject in fifth-grade elementary school, focusing on the sub-topic of economic activities, and to examine its validity, practicality, and effectiveness. This research employed the Research and Development (R&D) method using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The product was validated by three experts in content, media, and language, then tested on 7 students of a trial school and 18 students of a research school in Gugus IV, Gunung Tuleh District, Pasaman Barat Regency. Data were collected through validation sheets, teacher and student response questionnaires, and pretest-posttest scores, then analyzed descriptively using percentages. The results showed validity scores of 94.64% for content, 96.73% for media, and 96.42% for language, all categorized as very valid. The practicality test yielded 91.66% and 92.85% for teacher and student responses in the trial school, and 95.83% and 90.74% in the research school, all categorized as very practical. The effectiveness test showed classical completeness of 85.71% in the trial school and 100% in the research school, both categorized as very effective. It is concluded that the Articulate Storyline 3-based learning medium is valid, practical, and effective for supporting IPAS instruction in elementary school and can serve as an innovative alternative aligned with the Merdeka Curriculum.

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