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Rizki Putri Ramadhani
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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 885 Documents
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The Role of Parents in Shaping Time Discipline of Fifth-Grade Students in East Seram, Maluku: The Role of Parents in Shaping Time Discipline of Fifth-Grade Students in East Seram, Maluku Lusia Kolatlena; Titus Gaite; Fransina M. R. Rahaor
Journal of Practice Learning and Educational Development Vol. 6 No. 4 (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.v6i4.1861

Abstract

Time discipline is a character value that begins in the family, yet parents in farming communities often have limited time to supervise their children. This study aimed to describe the role of parents in shaping time discipline among fifth-grade students and to identify the factors influencing it at SD Naskat Rumoi Ker-Ker, Teor District, East Seram Regency, Maluku. A descriptive qualitative approach was employed. Eighteen parents, selected through purposive sampling from 24 identified candidates, and the fifth-grade homeroom teacher were interviewed, while classroom observations and document analysis complemented the interviews. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings show that parents act as guides, motivators, and facilitators by habituating early waking, reminding children of study and departure times, giving advice and verbal praise, and preparing uniforms and stationery the night before. Most students were punctual and orderly, but four to five of 24 students were still frequently late and some lacked writing tools. Family environment, home-to-school distance and weather, and peer influence and mobile phone use shaped students' time discipline. Sustained cooperation between parents and the school is needed to strengthen time discipline habits.
A Contextual Teaching and Learning in Strengthening Discipline Character of Fourth-Grade Students at SD Negeri 64 Ambon: Contextual Teaching and Learning in Strengthening Discipline Character of Fourth-Grade Students at SD Negeri 64 Ambon Booy Ratang; Titus Gaite; Fransina M. B. Rahaor
Journal of Practice Learning and Educational Development Vol. 6 No. 4 (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.v6i4.1864

Abstract

Character education in elementary schools requires learning strategies that connect moral values with students’ daily lives, yet discipline problems such as lack of focus and disturbing peers persist. This study aimed to describe how a Pancasila Education teacher implemented Contextual Teaching and Learning (CTL) and to portray the discipline character of fourth-grade students at SD Negeri 64 Ambon. A descriptive qualitative design was employed in April 2026. The subjects were 49 students of classes IV-A and IV-B, and the informants were one main teacher, two supporting teachers, and ten students selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and documentation, analyzed interactively (data reduction, display, and conclusion drawing), and validated by source and technique triangulation. The findings show that the teacher applied all seven CTL components, which correspond to Lickona’s moral knowing, moral feeling, and moral action. Students’ discipline was positive in punctuality and respect for teachers and peers, with only one to two students arriving late. However, class-duty and waste-disposal behavior remained in a transitional stage that still required teacher reminders, which teachers linked to family-related constraints. CTL therefore supports the development of discipline character, but sustained school–family collaboration is needed.
A Improving Narrative Reading Ability of Fifth-Grade Students through the Speed Reading Method: Improving Narrative Reading Ability of Fifth-Grade Students through the Speed Reading Method Jihan Fahira Souwakil; Ribka Ririhena; Sarah Sahetapy
Journal of Practice Learning and Educational Development Vol. 6 No. 4 (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.v6i4.1865

Abstract

Narrative reading requires students to understand characters, setting, plot, and message. Preliminary observation at SD Negeri 1 Passo Ambon showed that fifth-grade students still read syllable by syllable, and the teacher had not applied the speed reading method. This classroom action research aimed to describe the improvement of narrative reading ability through the speed reading method. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection, involving 15 students of class V B in 2025/2026. Data were collected through narrative reading tests, stopwatch-based reading time measurement, observation sheets, and documentation, and were analyzed descriptively using mean scores, classical completeness against a minimum criterion of 70, and reading speed in words per minute. The mean score increased from 63.80 in the pre-test to 68.53 in Cycle I and 78.87 in Cycle II, while classical completeness rose from 33.3% to 53.3% and 100%, exceeding the 75% success indicator. The largest gain occurred in identifying main ideas and the sequence of events, and mean reading speed increased from 92.55 to 129.52 words per minute. The speed reading method is therefore effective in improving the narrative reading ability of elementary school students.
The Implementation of Social-Emotional Learning to Develop Students' Emotion Regulation in PPKn Learning Herin Ratna Rahmadhanik; Yulius Rustan Effendi; Muthomimah
Journal of Practice Learning and Educational Development Vol. 6 No. 4 (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.v6i4.1876

Abstract

The initial conditions in Class VIII C at SMPN 17 Malang (31 students) revealed alarming issues with emotional regulation: 12 students interrupted others without restraint, 10 students walked around or went in and out of the classroom without permission, a culture of teasing persisted without any effort to calm the situation, and 24 students chose to remain completely silent due to trauma. This hindered the teaching of Civic Education (PPKn), which requires deliberation and mutual respect. This study aims to describe the implementation of Social-Emotional Learning (SEL) to develop impulse control, empathy, and the courage to express opinions on the topic “Preserving the Unity of My Nation and Country.” The method used was a qualitative action research (PTK) based on the Kemmis & McTaggart model, conducted in three cycles with 31 students. Data were collected through observation, field notes, reflection journals, and interviews, then analyzed using the Miles & Huberman model and verified through triangulation. The research results showed significant improvements: the number of students who interrupted others decreased from 12 to nearly zero; instances of wandering or leaving the classroom dropped from 10 to zero; the number of students taking the initiative to calm their peers increased to 27; and the number of passive students who were previously silent but now dared to speak rose to the point where only two students still required intensive support. Assigning specific roles within the group and using the “writing bridge” technique were key to this success. The study concluded that contextually integrated PSE is capable of creating a safe, orderly, and inclusive classroom environment.
The Strategy of PPKN Teachers in Strengthening Student Character Through the Internalization of Pancasila Values in the Era of Artificial Intelligence (AI) Khomsiyatil Askinah; Yulius Rustan Effendi; Muthomimah
Journal of Practice Learning and Educational Development Vol. 6 No. 4 (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.v6i4.1877

Abstract

Advances in Artificial Intelligence (AI) are transforming the world of education, particularly in the way students learn. AI technology helps students access information and complete assignments more quickly; however, it also raises concerns such as a decline in students’ sense of responsibility, critical thinking skills, and social interaction in the learning process. Therefore, character building through the internalization of Pancasila values is essential in Pancasila and Civic Education (PPKN) classes. This study aims to describe the strategies used by Civic Education teachers to strengthen students’ character through the internalization of Pancasila values in the AI era among eighth-grade students in Class E at SMPN 17 Malang during the 2025/2026 academic year. The study employed a qualitative descriptive approach using the Classroom Action Research (CAR) method. Data were collected through observation, interviews, and documentation, and were subsequently analyzed through data reduction, data presentation, and drawing conclusions. The research findings show that teachers implement contextual learning strategies, group discussions, project-based learning, attitude-building exercises, and the use of digital media and AI to support learning. The Pancasila values instilled include discipline, responsibility, tolerance, mutual cooperation, and nationalism. After these interventions were implemented, students became more active in discussions, took greater responsibility for their assignments, were able to collaborate, and began to use AI more wisely in the learning process. However, the implementation of these learning strategies still faces challenges in the form of low digital literacy among students and a reliance on the instant use of AI.

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