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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 855 Documents
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The Integration of Epistemology in Islamic Elementary Education: A Systematic Analysis of Knowledge Sources, Learning Structures, and Pedagogical Gaps (2015–2025) Putri Muslim; Usman; Alifiyoni Rahmat Umara
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.v6i3.1290

Abstract

The integration of Islamic epistemology into basic education practices is a strategic issue that has not yet been fully addressed in a systematic manner by the academic literature. This article aims to conduct an in-depth analysis of how sources of knowledge within the Islamic epistemological tradition including revelation (naqliyyah), reason (aqliyyah), and sensory experience (hissiyyah) are operationalized in the context of learning at the elementary education level. Through a systematic literature review (SLR) of 48 sources published between 2015 and 2025, this study maps the patterns of knowledge construction occurring in the classroom, identifies the most significant pedagogical gaps, and formulates practical implications for curriculum development and educational policy. Findings indicate that the majority of teaching practices in Islamic elementary education remain transmissive in nature and tend to neglect a holistic epistemological dimension, particularly in integrating rational reasoning and empirical experience as legitimate sources of knowledge. There is also a disconnect between the philosophical foundations of Islamic education outlined in curriculum documents and the reality of implementation in the classroom. This article argues that pedagogical reform based on an integral Islamic epistemological framework is not merely a philosophical imperative but an urgent practical necessity for cultivating students who possess authentic critical, integrative, and Islamic-values-based thinking skills.
Assessment Practice Reconstruction: Addressing the Digital Literacy Challenges of Elementary School Students Kiki Niken Saputri; Intan Sari Rufiana; Sri Rahayuningsih
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.v6i3.1291

Abstract

This study aims to critically analyze classroom assessment practices and the factors contributing to the gap between digital multiliteracy assessment demands and actual implementation, as well as to propose adaptive assessment reconstruction directions aligned with student characteristics and twenty-first-century demands. The study employs a qualitative approach with a case study design conducted at SD Negeri I Arjasa Situbondo during the 2025/2026 academic year. Data collection techniques include participatory observation, in-depth interviews, and document analysis. Data analysis follows the stages of data condensation, data display, and conclusion drawing and verification. The findings reveal that assessment practices remain dominated by conventional approaches, specifically written tests in the form of essay and short-answer questions, oriented exclusively toward measuring cognitive learning outcomes. Teachers have not yet implemented diagnostic assessment, structured formative assessment, or varied summative assessment. The use of technology in assessment is entirely absent, while students’ considerable digital literacy potential remains underutilized. Factors contributing to the gap include limited teacher digital competence, insufficient systemic school support, and the unavailability of digital assessment models suited to elementary school student characteristics. This study recommends assessment reconstruction through the systematic development of teacher digital competence, the development of multimodal digital assessment models, the application of adaptive assessment approaches, and the integration of assessment into the learning process.
THE EFFECTIVENESS OF USING DURUSUL LUGHOH BOOK BASED ON PROBLEM-BASED LEARNING (PBL) IN ARABIC LANGUAGE LEARNING Kemas Muhammad; Imelda Saputri; Yuniar
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.v6i3.1299

Abstract

Effective Arabic language mastery requires a synergy between innovative instructional materials and relevant pedagogical methods. This study aims to develop and evaluate the effectiveness of the Durusul Lughoh textbook integrated with the Problem-Based Learning (PBL) model at MTs Al-Ittifaqiyah Ogan Ilir. The primary issue driving this research is the continued dominance of conventional methods, which results in low student communicative competence. The research follows the Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were gathered through needs analysis questionnaires, expert validation sheets, and pre-test/post-test instruments involving seventh-grade students. The results indicated a high student demand for problem-based materials at 84.21%. Material experts validated the product with a score of 94.00% (Very Valid), while media experts provided a score of 85.00% (Very Valid). Furthermore, the effectiveness test using the N-Gain score showed a significant improvement in the experimental class by 0.80 (High Category), significantly outperforming the control class, which only reached 0.36 (Moderate Category). Consequently, the use of the PBL-based Durusul Lughoh book is proven effective in enhancing student learning outcomes and active engagement in Arabic language learning.
Praktek Ayat-Ayat Kauniyah: Persepsi Pemahaman Al-Qur`an Sebagai Sumber Ilmu Pengetahuan Melalui Pendalaman Integrasi Islam dan Sains Muhammad Rayfansyah; Zarkasih; Rian Vebrianto
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.v6i3.1300

Abstract

This study aims to examine students’ perceptions and understanding of kauniyah verses in the Qur’an as a source of knowledge through the integration of Islam and science. The methodology employed in this research is a mixed methods approach with an explanatory sequential design, in which quantitative data are collected and analyzed first, followed by qualitative data to further explain and deepen the findings. The study involved 30 participants aged approximately 20–25 years. The research instruments consisted of a questionnaire and interviews. All instrument items were declared valid, with r-count values greater than r-table (0.361), and reliable, with a Cronbach’s Alpha coefficient of 0.951. Data were collected through the distribution of questionnaires via Google Forms and direct field observations. Data analysis was conducted using data triangulation techniques. The results of descriptive statistical analysis indicate that students’ perceptions fall into a very high category, with a mean score of 4.44. In addition, the average total respondent score reached 70.97 or 88.7%, indicating a strong dominance of positive perceptions toward the Qur’an as a source of knowledge. These findings suggest that students possess a good level of understanding and a positive attitude toward the integration of Islam and science in the learning context.
Systematic Literature Review: Factors That Affect the Social Development of Elementary School Students Versi Insani Fitri
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.v6i3.1303

Abstract

This study aims to identify the factors that affect the social development of elementary school students through  the Systematic Literature Review (SLR) approach. Social development is the ability of children to interact, communicate, cooperate, and adjust to their social environment. The research method uses the PRISMA model which includes the stages of identification, screening, feasibility, and data inclusion. The article search was carried out in the 2020–2024 range and obtained 120 initial articles, then selected to produce 6 relevant articles for analysis. The results of the study show that the social development of elementary school students is influenced by internal and external factors. Internal factors include emotions, intelligence, mental capacity, maturity, student condition, age, and gender. Meanwhile, external factors include the family environment, school environment, peers, socioeconomic conditions of parents, culture, and patterns of social interaction of children. The family and school environment are the dominant factors in shaping students' social behavior. Teacher support, good parenting, and a positive friendship environment can help improve students' social and emotional abilities. Therefore, cooperation between families, schools, and the community is needed to support the optimal social development of students.
The Role of Educational Philosophy and the Implementation of the Merdeka Curriculum in Developing Excellent Human Resources in the Society 5.0 Era Shara Zakirah
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.v6i3.1304

Abstract

This study examines the role of the philosophical foundation of education in the implementation of the Merdeka Curriculum in order to develop superior human resources in the era of Society 5.0. The background of this study is based on the need for an education system that not only focuses on cognitive achievement but also emphasizes character development and adaptability in the digital era. This research uses a qualitative method with a literature review approach by analyzing relevant scientific articles, books, and previous studies related to educational philosophy and curriculum implementation. The results show that philosophical foundations such as Pancasila, humanism, and progressivism play an important role in shaping the direction of the Merdeka Curriculum. The curriculum emphasizes student-centered learning, character strengthening through the Pancasila Student Profile, and the integration of technology in the learning process. In conclusion, the Merdeka Curriculum is able to support the development of superior, independent, and adaptive human resources who are prepared to face the challenges of Society 5.0.
INNOVATION OF THE KALIMATUL AF’ALUL YAUMIYYAH BOOK : COLLABORATIVE LEARNING BASED DEVELOPMENT AT SMA MUHAMMADIYAH 2 PALEMBANG Anggini Anggini; Keristina Imron; Rendi Sabana
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.v6i3.1305

Abstract

This study aims to develop and evaluate the effectiveness of the Kalimatul Af‘ālul Yaumiyyah book based on Collaborative Learning in improving the Arabic speaking skill (mahārah kalām) of eleventh-grade students at SMA Muhammadiyah 2 Palembang. The research employed the Research and Development (R&D) method. The subjects of this study consisted of 36 students selected through purposive sampling. Data were collected through observation, interviews, documentation, questionnaires, pre-test and post-test, as well as expert validation involving one material expert and one media expert. The product was designed using Canva and developed according to students’ learning needs. Quantitative data were analyzed using the Shapiro-Wilk normality test, Wilcoxon Signed-Rank Test, and N-Gain Score, while qualitative data were analyzed through data reduction techniques. The results showed that the developed teaching material was categorized as highly feasible. Material expert validation reached 94%, while media expert validation reached 86.67%, both categorized as “very good.” The average pre-test score of students increased from 47.22 to 73.17 in the post-test. The Shapiro-Wilk normality test indicated that the data were not normally distributed (Sig. < 0.05); therefore, hypothesis testing was conducted using the non-parametric Wilcoxon Signed-Rank Test. The test result showed a significance value of 0.000 < 0.05, indicating a significant difference between pre-test and post-test scores. In addition, the N-Gain Score showed that the product was moderately effective in improving students’ learning outcomes.
Kajian Sistematis Perkembangan Anak Usia Sekolah Dasar dalam Konteks Pembelajaran di Pendidikan Dasar Shinta Puspitasari
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.v6i3.1306

Abstract

Elementary school children’s development is an important aspect that influences the learning process in basic education. This study aims to examine the development of elementary school children and its implications for learning through a Systematic Literature Review (SLR) approach. The study employed the SLR method with the stages of identification, screening, eligibility, and inclusion based on the PRISMA flow. Literature searches were conducted through Google Scholar and accredited national journals. Based on the selection process, 12 articles that met the criteria were obtained for analysis. The results of the analysis showed that the development of elementary school children includes cognitive, social, emotional, and moral aspects that influence the learning process. Cognitive development indicates that students are in the concrete operational stage and therefore require concrete learning methods. In addition, social and emotional development highlights the importance of collaborative learning and a supportive learning environment. Meanwhile, moral development indicates the need for the integration of character education in learning. Based on the findings, it can be concluded that learning in elementary schools needs to be designed adaptively according to students’ developmental characteristics in order to create a more effective and meaningful learning process.
Improving Reading Skills Through the S3 Program (Sing, Story Card, Speed) for Elementary Students Baiq Luluk Saadia; Annisa Astuti; Citra Wulandari; Ayu Dwi Adelia; Anggun Sasmita; Syafruddin Muhdar
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.v6i3.1307

Abstract

This study aims to describe the implementation of the S3 Program (Sing, Story Card, Speed) in improving the reading skills of fourth grade elementary school students. Reading literacy is an essential skill that supports students’ learning processes, communication abilities, and understanding of information. However, many students still experience difficulties in reading fluently, understanding reading texts, and participating actively during literacy activities. Therefore, interactive and enjoyable literacy activities are needed to increase students’ interest in reading. This study used a descriptive qualitative approach involving fourth grade elementary school students as research subjects. Data were collected through observation, interviews, and documentation during the implementation of the S3 Program. The program was conducted through singing activities, story card media, and speed reading games to improve students’ reading participation and fluency. The results showed that the S3 Program created a more active and enjoyable learning atmosphere. Students became more enthusiastic, confident, and actively involved during literacy activities. The use of story cards and interactive activities also helped students understand reading materials more easily. Although several challenges were found, such as differences in students’ reading abilities and limited learning time, the program provided positive impacts on students’ reading skills. Therefore, the S3 Program can be used as an innovative literacy activity to improve elementary school students’ reading abilities.
The Effectiveness of the Cheerful Story Tree Media in Improving Elementary School Students' Literacy Skills Anisa Al Kamila; Dandi Damawansya; Ani Indriani; Andi Setiawan
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.v6i3.1308

Abstract

Reading literacy skills are fundamental abilities that elementary school students need to acquire because they serve as the foundation for the learning process. However, the reading literacy skills of lower- grade students remain relatively low, as indicated by poor reading comprehension, limited vocabulary, and low reading interest. This study aims to analyze the effectiveness of using Cheerful Story Tree media in improving elementary school students’ reading literacy skills. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The findings showed that the use of Cheerful Story Tree media had a positive impact on students’ reading literacy skills, as indicated by increased reading interest, improved reading comprehension, expanded vocabulary, and greater active participation during the learning process. In addition, the media created a more engaging and enjoyable learning environment. Therefore, Cheerful Story Tree media can be used as an effective alternative learning tool to improve elementary school students’ reading literacy skills.

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