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INDONESIA
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 30259282     DOI : https://doi.org/10.47134/ptk
Core Subject : Education,
Education Other
Jurnal Penelitian Tindakan Kelas Indonesia (PTK) is a forum for researchers, students, and professionals who want to publish their writing or research. The focus and scope of Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia include: Assessment and Feedback Student Motivation and Engagement Higher Order Thinking Skills Educational Leadership and Management Teacher-Student Relationships Teacher Wellbeing and Burnout Community Engagement and Partnerships Elementary and Secondary Education Educational Models of Primary and Secondary Education Learning Media Research and Development Learning Learning Development and Learning Teaching Practices Lesson Study Various Fields Related to Classroom Action Research
Arjuna Subject : Umum - Umum
Articles 117 Documents
 8   9   10   11   12 
Integration of Linguistic and Methodological Disciplines as a Factor in Developing the Professional Competence of Future English Language Teachers Khatamova, Orzikhon
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 2 No. 4 (2025): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v2i4.2066

Abstract

The preparation of future English language teachers in contemporary higher education requires a pedagogical model that effectively combines theoretical linguistic knowledge with the methodological expertise necessary for classroom practice. This article examines the integration of linguistic and methodological disciplines within the framework of linguodidactic training, emphasizing their combined influence on the development of professional competence. Such competence encompasses linguistic mastery, methodological skill, and communicative ability, all of which are essential for effective language teaching. Drawing upon the principles of an interdisciplinary approach, the paper highlights the shortcomings of the traditional separation between language theory and pedagogy, argues for a more unified curriculum, and proposes strategies for achieving meaningful integration. The discussion is supported by insights from both theoretical scholarship and practical teacher education experience.
Implementasi Project Based Learning di Perguruan Tinggi untuk Meningkatkan Kemampuan Berpikir Kritis: Sebuah Tinjauan Hasibuan, Hanisah; Sari, Sri Adelila; Sinaga, Marudut
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 2 No. 4 (2025): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v2i4.2107

Abstract

Project based learning (PjBL) dianggap sebagai pendekatan yang efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa. Tujuan studi ini adalah untuk meninjau secara sistematis studi-studi empiris tentang implemenyasi project based learning dan bagaimana hal itu mempengaruhi kemampuan mahasiswa dalam berpikir kritis. Metode tinjauan literatur digunakan dalam penelitian ini. Informasi dikumpulkan dari sejumlah basis data akademik, termasuk Google Scholar, Sciencedirect, dan Scopus. Penelitian yang relevan kemudian dianalisis untuk menentukan tren, kesimpulan, dan variabel penting yang mempengaruhi hubungan antara PjBl dan kemampuan berpikir kritis. Hasil ini menunjukkan bahwa peningkatan kemampuan berpikir kritis mahasiswa secara signifikan terkait dengan penerapan PjBL. Penugasan proyek, kerja kelompok, dan refleksi diri semuanya membantu dalam hal ini. Namun, suasana belajar kolaboratif, dukungan dosen dalam memfasilitasi, dan desain proyek yang terorganisir dengan baik semuanya sangat penting untuk efektivitasnya. Sehingga perlu dilakukan penelitian lanjutan untuk menilai efektifitas penerapan project based learning di perguruan tinggi dalam meningkatkan kemampuan berpikir kritis mahasiswa
The Formation Of The Fairy Tale Genre In German Folklore Khusanboy Madolimov
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 2 No. 1 (2024): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v2i1.2111

Abstract

This article examines the formation of the fairy tale (Märchen) genre in German folklore, emphasizing its distinction from myths, legends, and fables through formulaic openings, abstract settings, and typical characters. The Spinnstube (spinning room) tradition, where women told stories during evening work, is highlighted as a key performance context shaping the compact style, rhythmic structure, and memorability of tales. The study traces how mythological figures such as water nymphs, kobolds, and dwarfs were reinterpreted into moral-didactic roles under Christian influence. It also discusses the Grimms’ editorial practices, showing how oral variants were standardized into literary texts, while still reflecting the voices of narrators like Dorothea Viehmann. Drawing on the works of J. Zipes, M. Tatar, and other scholars, the article demonstrates how German fairy tales represent a synthesis of oral performance, social context, and Romantic literary scholarship
Comparison Of Central Aspect of Teacher-Centered and Learner-Centered Pedagogical Models Mahliyo Kukiboyeva
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 2 No. 1 (2024): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v2i1.2112

Abstract

This article compares teacher-centered and learner-centered approaches to instruction by examining their philosophical foundations, pedagogical practices, strengths, and limitations. Teacher-centered models, grounded in behaviorist and direct instruction traditions, emphasize clarity, efficiency, and the teacher’s role as transmitter of knowledge. Learner-centered approaches, rooted in constructivist, socio-cultural, and humanistic theories, prioritize student agency, inquiry, and reflective engagement. Drawing on seminal theorists such as Dewey, Vygotsky, Rogers, and Freire, as well as empirical syntheses by Rosenshine, Hattie, Black and Wiliam, and Cornelius-White, the article evaluates evidence for each approach in terms of cognitive, affective, and equity outcomes. Findings indicate that teacher-centered strategies are effective for introducing foundational knowledge, while learner-centered methods promote deeper understanding, motivation, and metacognition when adequately scaffolded
The Improving Narrative Text Writing Skills by Using the Fractured Story In Class X Students of SMAN 1 Pademawu Ulfah; Alfarisi, Rohit; Rohaniyah, Jaftiyatur; Kaltasia, Maretha
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i1.1871

Abstract

This Classroom Action Research aimed to improve the narrative writing skills of tenth-grade students at SMAN 1 Pademawu through the implementation of the Fractured Story model. The study involved 28 students and was conducted over two cycles following the stages of planning, action, observation, and reflection. Data were collected using pretests, posttests, observations, and documentation. In the pretest, none of the students achieved the minimum passing score of 75, with an average score of only 45.00. After the first cycle, the average score increased to 69.11, with 28.57% of students reaching the minimum criteria. In the second cycle, all students passed, achieving an average score of 95.89. This shows a total improvement of 50.89 points or 113.09% from the pretest. The results indicate that the Fractured Story model effectively enhanced students’ writing performance, motivation, creativity, and critical thinking. By reconstructing well-known stories into new and imaginative narratives, students developed a better understanding of narrative structure and gained more confidence in expressing their ideas. The model also made learning more engaging and meaningful, as it encouraged students to connect the content with their own experiences and imagination. Therefore, it can be concluded that the Fractured Story model is an effective approach to improve students’ ability in writing narrative texts in English language learning.
Implementasi Metode Langsung (Tharīqah Mubāsyarah) untuk Meningkatkan Keterampilan Berbicara Bahasa Arab Peserta Didik MTs di Kabupaten Bekasi Muslih, Muhamad; Basri, Muhamad
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i1.2226

Abstract

Penelitian tindakan kelas ini bertujuan mendeskripsikan penerapan metode langsung (tharīqah mubāsyarah) dalam pembelajaran bahasa Arab serta meningkatkan keterampilan berbicara peserta didik kelas VIII di salah satu MTs berbasis pesantren di Kabupaten Bekasi. Penelitian dilakukan dalam dua siklus dengan melibatkan observasi, wawancara, dokumentasi, dan penilaian performa hiwār. Hasil penelitian menunjukkan peningkatan signifikan pada aspek keberanian berbicara, kelancaran, penggunaan kosakata, pengucapan, serta kemampuan merespons instruksi tanpa terjemahan. Observasi guru dan bi’ah lughawiyyah menunjukkan terciptanya lingkungan belajar komunikatif yang mendukung pembiasaan bahasa Arab. Dengan demikian, metode langsung terbukti efektif dan relevan untuk meningkatkan mahārah al-kalām sesuai tuntutan kurikulum madrasah.
The Role of Recognition and Career Development Rewards in Fostering Teacher Engagement: A Systematic Review Zahroh, Mas Ning; Retnowati, Rita; Hendarman, Hendarman
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i1.2227

Abstract

This study investigates the relationship between recognition and career development rewards and their impact on teacher engagement through a systematic review of 15 selected peer-reviewed articles published between 2019 and 2025. The review examined diverse educational contexts, including early-career teachers, private and public schools, and various subject areas, to identify how recognition and career development initiatives influence teacher motivation, satisfaction, and retention. Findings reveal that recognition of achievements, appreciation, and supportive organizational environments significantly enhance intrinsic motivation and emotional engagement, particularly among early-career teachers. Career development rewards, including mentoring, training, coaching, and structured reward systems, were found to contribute to long-term motivation, job satisfaction, and retention, especially in private school settings. Several studies highlight gaps in the implementation of effective recognition systems, showing that teachers often perceive insufficient acknowledgment of their performance, which can reduce engagement and increase turnover intentions. Moreover, the synergistic integration of recognition and career development rewards produces the most substantial improvements in teacher engagement, suggesting that organizations should address both psychological and professional growth needs. This systematic review underscores the importance of combining recognition programs with career development strategies to foster sustainable teacher engagement and improve overall educational outcomes. In conclusion, integrating recognition and career development rewards is a practical and effective approach to enhancing teacher engagement across diverse educational contexts.
Implementasi Metode Repetisi (Tharīqah Tikrār) Untuk Meningkatkan Kemampuan Menghafal Al-Qur’an Peserta Didik SMPI di Cikarang Timur Abdillah, Zein; Muhammad Abid Husein; Fathuloh
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i1.2254

Abstract

Penelitian tindakan kelas ini bertujuan menganalisis implementasi metode repetisi (tharīqah tikrār) dalam upaya meningkatkan kemampuan menghafal Al-Qur’an peserta didik kelas VIII di SMPI Cikarang Timur. Pembelajaran tahfidz di sekolah formal kerap menghadapi tantangan berupa rendahnya stabilitas hafalan, kurangnya pembiasaan pengulangan, serta keterbatasan waktu yang menghambat proses internalisasi ayat secara optimal. Penelitian dilakukan melalui dua siklus yang meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi dengan memanfaatkan instrumen berupa tes performatif tasmi’, observasi aktivitas menghafal, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa tharīqah tikrār berkontribusi signifikan terhadap perbaikan kualitas hafalan peserta didik, yang tercermin melalui peningkatan kelancaran pelafalan, ketepatan makhārij dan tajwid, penguatan memori jangka panjang, serta kemampuan menyambung ayat secara konsisten. Dari perspektif proses, metode ini membangun pola belajar yang lebih disiplin dan terarah melalui pengulangan intensif yang melatih fokus, ketekunan, dan kesiapan mental dalam menghadapi kegiatan tasmi’. Suasana pembelajaran juga berkembang menjadi lebih kondusif dengan munculnya rasa percaya diri, partisipasi aktif, dan motivasi intrinsik peserta didik dalam menyetorkan hafalan. Guru memperoleh keuntungan metodologis melalui kemudahan memantau perkembangan hafalan secara bertahap dan mengidentifikasi kesalahan bacaan secara lebih akurat. Secara keseluruhan, penelitian ini menegaskan bahwa tharīqah tikrār merupakan pendekatan pedagogis yang efektif, adaptif, dan relevan untuk diterapkan dalam pembelajaran tahfidz di sekolah formal, karena tidak hanya meningkatkan kualitas hafalan secara kognitif dan psikomotorik, tetapi juga menumbuhkan habitus belajar Qur’ani yang berkelanjutan, terstruktur, dan suportif sehingga mendukung terbentuknya hafalan yang lebih kuat, stabil, dan mutqin.
From Chagatai to German: Strategies for Rendering Babur’s Proverbs in H. Dalov’s Translation Abdurakhmonova, Dilrabokhon
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i1.2319

Abstract

This article examines how proverbs and proverbial expressions in Zahiriddin Muhammad Babur’s Baburnama are rendered in H. Dalov’s translation (into German, with Uzbek source passages). The Baburnama is celebrated for its direct, unornamented style and its closeness to living speech, in which proverbs play a pivotal role. We outline why translating proverbs is among the most difficult tasks in translation studies, review classic approaches (e.g., A. V. Fedorov), and analyze Dalov’s concrete solutions. Using a qualitative, example-driven method, we group the book’s proverbs by theme (friendship/brotherhood, enmity and wrongdoing, practical wisdom, loyalty and trust, labor and discipline) and compare each with Dalov’s German renderings. We find that Dalov predominantly employs three strategies—functional equivalence, careful literal translation with stylistic smoothing, and adaptive reformulation—while preserving meaning and cultural color. Selected case studies (e.g., “Teng bo‘lmaguncha, to‘sh bo‘lmas”; “Die Tore einer Stadt kann man schließen, doch nie den Mund des Feindes”; “ko‘zlarini tuz tutti”; “Marg bo yoron sur ast”) show how proverbs intensify characterization, compress judgment, and anchor narrative stance. The discussion highlights best practices for proverb translation prioritizing function and discourse role, tracing intertextual Persian–Tajik sources, and using paratext where needed. We conclude that Dalov’s renderings are largely successful and that rigorous proverb analysis can both safeguard heritage and enhance cross-cultural readability.
Strengthening the Role of the State Language as a Unifying Factor of Interethnic Harmony : The Case of the Republic of Uzbekistan Marguba, Qurbonova
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i1.2320

Abstract

This study aims to investigate the role of the state language in fostering interethnic harmony and social cohesion in a multilingual society. The research focuses on language policy implementation, linguistic integration, and the relationship between language use and civic unity. A qualitative analytical method was employed through policy analysis, sociolinguistic literature review, and examination of national language regulations. The findings demonstrate that the promotion of the state language strengthens national identity and facilitates social integration while maintaining respect for linguistic diversity. Nevertheless, challenges related to unequal language proficiency and minority inclusion persist. The study concludes that balanced language policies integrating state language development with multicultural principles are crucial for sustaining interethnic harmony.

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