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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 141 Documents
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Meningkatkan Hasil Belajar Peserta Didik Kelas VIIb pada Materi Yesus Pemenuhan Janji Allah dengan Menggunakan Metode Talking Stick di SMP N 1 Tanjung Bunga Sisilia Ernesliana Kela Kamolen; Yohana Fernandez; Hendrikus Febrianto Fernandez
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i3.2626

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik kelas VIIIB di SMP Negeri 1 Tanjung Bunga pada materi “Yesus Pemenuhan Janji Allah” melalui metode Talking Stick. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian berjumlah 26 peserta didik. Data dikumpulkan melalui observasi, tes, dan dokumentasi, kemudian dianalisis menggunakan teknik kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan metode Talking Stick dapat meningkatkan hasil belajar peserta didik. Pada siklus I, belum ada peserta didik yang mencapai Kriteria Ketuntasan Minimal (KKM) 75, sedangkan pada siklus II terdapat 22 peserta didik yang mencapai KKM dengan persentase ketuntasan klasikal sebesar 84,62%. Selain itu, metode Talking Stick juga meningkatkan partisipasi, fokus, dan rasa percaya diri peserta didik selama proses pembelajaran. Oleh karena itu, metode Talking Stick efektif dalam meningkatkan hasil belajar pada mata pelajaran Pendidikan Agama Katolik.
Penelitian Tindakan Kelas dalam Meningkatkan Hasil Belajar Siswa: Systematic Literature Review Fika Afkarina; Maimunah; Siti Royhanah; Heny Aisyafah; Imron Fauzi
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i3.2627

Abstract

Analisis tingkat keberhasilan penelitian tindakan kelas dalam meningkatkan hasil belajar siswa adalah tujuan dari penelitian ilmiah ini. Metode yang digunakan adalah ulasan literature sistematis yang melibatkan analisis artikel jurnal nasional dan internasional yang relevan dari tahun 2014 hingga 2024. Data dikumpulkan dengan mencari artikel di Google Scholar, ERIC, dan Sinta dengan menggunakan kata kunci terkait dengan penelitian tindakan kelas dan hasil belajar siswa. Proses seleksi artikel terdiri dari langkah-langkah pengamatan, penyaringan, dan penentuan kelayakan yang didasarkan pada kriteria inklusi yang telah ditetapkan. Proses ini menghasilkan sejumlah besar artikel yang memenuhi kriteria untuk analisis lebih lanjutan. Hasil utama dari setiap artikel yang dipilih diperiksa untuk menganalisis data mengambil pendekatan analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penelitian tindakan kelas secara konsisten meningkatkan hasil belajar siswa dalam berbagai mata pelajaran dan jenjang pendidikan, melalui tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Karena telah terbukti  bahwa penelitian tindakan kelas adalah metode yang efektif untuk memperbaiki kualitas pembelajaran secara teratur dan berkelanjutan, memungkinkan pendidik melakukan evaluasi dan perbaikan di kelas secara langsung. Penelitian ini memiliki keterbatasan karena berbagai konteks penelitian yang dikaji dan cakupan artikel tersebut. Diharapkan hasil penelitian ini dapat digunakan oleh pendidik dan peneliti untuk meningkatkan kualitas pembelajaran dengan menerapkan penelitian tindakan kelas
Meningkatkan Hasil Belajar Peserta Didik Kelas XI/A Sma Negeri 1 Solor Barat Pada Mata Pelajaran Pendidikan Agama Katolik Materi Sifat Gereja Yang Satu Melalui Metode Diskusi Kelompok Yustina Pramesty Prada Tolok; Moses Mangu Niron
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik kelas XI/A SMA Negeri 1 Solor Barat pada mata pelajaran Pendidikan Agama Katolik, khususnya pada materi Sifat Gereja yang Satu. Tujuan penelitian ini adalah untuk mengetahui peningkatan hasil belajar peserta didik melalui penerapan metode diskusi kelompok. Penelitian ini menggunakan jenis Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 25 peserta didik kelas XI/A. Teknik pengumpulan data dilakukan melalui observasi, tes hasil belajar, dan dokumentasi, sedangkan analisis data menggunakan pendekatan kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan metode diskusi kelompok dapat meningkatkan keaktifan dan hasil belajar peserta didik. Pada siklus I, keaktifan dan hasil belajar siswa masih belum optimal karena sebagian siswa masih pasif. Namun, pada siklus II terjadi peningkatan yang signifikan, ditandai dengan meningkatnya partisipasi siswa dalam diskusi, keberanian mengemukakan pendapat, serta hasil belajar yang lebih baik. Dengan demikian, metode diskusi kelompok terbukti efektif dalam meningkatkan hasil belajar peserta didik pada materi Sifat Gereja yang Satu.
Internet Integration Improves 4C Competencies and Basic Automotive Learning Achievement with SKKNI Standards Through Classroom Action Research Deni Puji Setiawan; Fuad Abdillah; Budiyanto Budiyanto
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i4.2710

Abstract

Vocational education demands graduates who master technical competencies according to industry standards alongside 21st-century global skills. However, conventional learning that fails to optimize digital literacy often leaves students passive and yields low performance in work safety materials. This study aims to analyze the role of internet integration in improving the 4Cs global competence and SKKNI-based learning achievement of vocational students in Automotive Basic Work. This research employed a Classroom Action Research design conducted across three stages: pre-cycle, cycle I, and cycle II. The subjects comprised 35 class X TKRO students at SMK Ma'arif NU Doro, selected via purposive sampling. Data were collected through performance observations, assessments, and teacher evaluations, then analyzed using percentage techniques against an 85% classical completeness indicator. The results demonstrated a significant increase in average 4C competency from 30% to 90%, while SKKNI learning completeness rose from 20% to 86% by cycle II. Structured internet integration effectively transforms gadgets into productive learning instruments that simultaneously strengthen 21st-century skills and industrial work competency standards. These findings offer a practical pedagogical model for vocational teachers to align digital learning with the demands of graduate job readiness in the modern industrial world.
Uzbek National Identity In The Translations of O‘Tkir Hoshimov’s Dunyoning Ishlari Dildoraxon Poshshaxodjayeva
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i3.2792

Abstract

This study offers a comparative textual analysis of national identity representation in two translations of O'tkir Hoshimov's lyrical prose work “Dunyoning Ishlari” (1985; rev. 2015). Maya Ganina's Russian translation “Dela Zemnye” (1988) and the English co-translation “Such Is Life” (2024) by Mark Reese and Abdulloh Ruziev are examined through the lens of domestication and foreignization (Venuti, 1995; Berman, 1984; Baker, 2018). The study analyses forty-two material-cultural realia, sixty-five phraseological units, and 12 items of religious-spiritual lexis across a three-text corpus, applying dynamic equivalence theory (Nida, 1964), realia classification (Vlakhov & Florin, 1980), and translation quality assessment (House, 2015). The findings show that Ganina's Soviet-era translation follows covert domestication, producing a 43% loss rate among the fourteen high-frequency realia analysed. The Reese–Ruziev translation applies consistent foreignization, retaining 86% of the same realia through transliteration and a thirty-five-term paratextual glossary. Phonetically motivated Uzbek proverbs resist full structural transference into either target language, and Islamic formulaic expressions receive divergent treatment, reflecting each translation's ideological context. These findings advance the empirical base of Uzbek translation studies and offer practical guidance for the cross-cultural transmission of the Central Asian literary heritage
What Makes A Good Teacher? Exploring Student-Teachers’ Perceptions Dilafruz Sarimsakova
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i3.2793

Abstract

This article explores student-teachers' perceptions of what makes a good teacher. Drawing on qualitative written reflections and online comments, the study examines how future teachers define effective teaching and which qualities they consider most important in classroom practice. The findings show that student-teachers do not define a good teacher only through subject knowledge. Instead, they describe good teaching as a combination of knowledge, clear explanation, creativity, engagement, patience, emotional support, fairness, motivation, adaptability, and passion for teaching. The strongest finding is that student-teachers view good teachers as professionals who make learning understandable, interesting, and emotionally safe. Participants emphasised that a good teacher explains difficult ideas simply, uses interactive methods, encourages learners, respects individual differences, and creates a classroom where students are not afraid to make mistakes. These findings support recent literature which conceptualises effective teaching as multidimensional, combining content knowledge, supportive learning environments, student engagement, and reflective professional growth. A good teacher is therefore not only a transmitter of knowledge, but also a facilitator of learning, a motivator, a caring adult, and a reflective professional who helps students grow academically and personally
Improving Mathematics Learning Outcomes in Addition and Subtraction Through the Direct Instruction Model among Third-Grade Elementary School Students Nuhaa Adani Pitron; Nuralfia Sauhana; Alya Shalsa Redina; Adinda Nur Fajriyanti; Mawardi Mawardi
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i4.2858

Abstract

This study aimed to improve third-grade students’ mathematics learning outcomes in addition and subtraction through the Direct Instruction model. The study employed classroom action research conducted in two cycles, each consisting of two meetings, with 10 third-grade students at an elementary school in Tangerang, Indonesia. Because no formal minimum mastery criterion was specified in the available research record, action success was operationally defined as a marked increase in the class mean together with improvement in student and teacher observation scores in Cycle II. Data were collected using cycle-end evaluation tests, student activity observation sheets, teacher instruction observation sheets, and field notes. The data were analyzed descriptively by comparing class means and observation scores across cycles and interpreting changes recorded in the field notes. The mean evaluation score increased from 54 in Cycle I to 94 in Cycle II, representing a 40-point increase. Student observation scores increased from 60 to 74, while teacher observation scores increased from 69 to 87. Cycle II refinements included animated PowerPoint media, contextual problems, gradual guided practice, immediate feedback, and targeted assistance for students who experienced difficulty. The results indicate a marked improvement within the classroom studied. However, the findings should be interpreted within the limits of the small sample, short duration, absence of a comparison group, and incomplete student-level and instrument documentation.
Pengaruh Komunikasi Persuasif Guru Bimbingan konseling terhadap Kedisiplinan Siswa Kelas 12 IPA : Studi Kasus pada SMA Negeri 02 Buay Bahuga Way Kanan Ayu Finasari; M. Denu Poyo; Wawan Hernawan
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i4.2859

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh komunikasi persuasif yang diterapkan oleh guru Bimbingan dan Konseling terhadap kedisiplinan siswa kelas XII di SMA Negeri 02 Buay Bahuga Way Kanan. Permasalahan yang menjadi latar belakang penelitian ini adalah masih rendahnya tingkat kedisiplinan siswa, sehingga diperlukan penerapan komunikasi yang efektif guna mendorong motivasi dan perilaku disiplin yang lebih baik. Variabel yang diteliti meliputi X: yaitu komunikasi persuasif guru BK, dan Y: yaitu kedisiplinan siswa yang diukur melalui tingkat kepatuhan, tanggung jawab, serta perilaku siswa dalam menaati peraturan sekolah. Fenomena di lingkungan sekolah menunjukkan bahwa pembentukan kedisiplinan siswa masih menghadapi berbagai kendala, sehingga peran komunikasi persuasif guru BK menjadi sangat penting. Penyampaian pesan yang disertai empati dan penggunaan bahasa yang sederhana dan mudah dipahami mampu meningkatkan motivasi siswa untuk berperilaku disiplin. Kedisiplinan merupakan unsur penting yang mendukung kelancaran proses pendidikan dan menciptakan suasana belajar yang tertib serta kondusif. Hasil analisis regresi menunjukkan bahwa komunikasi persuasif guru BK (X) memiliki pengaruh positif dan signifikan terhadap kedisiplinan siswa (Y), yang menegaskan bahwa peningkatan kualitas komunikasi persuasif berkontribusi langsung terhadap peningkatan kedisiplinan siswa di sekolah. Temuan ini sejalan dengan pendapat yang menyatakan bahwa komunikasi persuasif memiliki peran penting dalam meningkatkan motivasi dan kedisiplinan peserta didik.
Developing a Character Education Model Based on Behavior Contracts to Enhance Student Discipline in Elementary School Yuliyanti Yuliyanti; Abdullah Pandang; Supriadi Torro
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i4.2854

Abstract

Elementary school discipline problems often persist despite students' familiarity with school rules, revealing a gap between moral knowing and moral action. This study aimed to develop, validate, and test a character education model based on behavior contracts to improve student discipline at SDN 09 Bungku, Central Sulawesi, Indonesia. Using a research and development design adapted from the Borg and Gall model, data were collected from August to November 2024 through needs analysis (1 principal, 13 teachers, 31 students), expert validation (3 validators), and a practicality-effectiveness trial involving 46 fourth- and fifth-grade students in a one-group pretest-posttest design. The resulting seven-component model—comprising behavioral identification, antecedent-behavior-consequence analysis, target setting, a behavior contract, monitoring, reflection, and follow-up—was rated highly valid by experts (content validity 91.67%; tool validity 89.71%) and highly practical by teachers and students (90.95%). Paired-sample t-test results showed a significant increase in discipline scores from pretest (M = 51.20, moderate) to posttest (M = 78.54, high), t(45) = -26.91, p < .001. Gains were consistent across the moral knowing, moral feeling, and moral action dimensions. These findings suggest that behavior contracts can serve as an operational bridge between character values and observable student conduct in elementary classrooms.
Development of a Probic-Based Training Management Framework to Enhance Teachers’ Digital Competence Iin Iryance; Rita Retnowati; Prihastuti Harsani
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i4.2886

Abstract

The rapid digital transformation in education requires teachers to develop adequate digital competencies to design and implement innovative, effective, and technology-enhanced learning. However, existing professional development programs remain predominantly conventional and have not sufficiently addressed teachers’ needs for sustainable digital competence development. This study aimed to develop a PROBIC (Project Bichronous)-Based Training Management Framework to enhance teachers’ digital competence. The study employed a Research and Development (R&D) method based on the Borg and Gall model, encompassing needs analysis, planning, product development, expert validation, limited field testing, product revision, operational field testing, and final product refinement. Data were collected through observations, interviews, questionnaires, documentation, and digital competence tests. The developed framework demonstrated a high level of validity, achieving validation scores of 98.66% from media experts, 100% from subject-matter experts, and 97% from training management experts, indicating that the framework was highly feasible for implementation. The implementation results also showed improvements in training effectiveness from 89.94% to 94.24%, participant responses from 88.20% to 90.72%, and teachers’ digital competence with an N-Gain score of 76.58%, categorized as effective. The framework particularly enhanced teachers’ digital literacy, the use of digital learning media, online collaboration, and digital content creation. These findings indicate that the PROBIC-Based Training Management Framework is a valid, practical, and effective model for strengthening teachers’ digital competence and supporting sustainable professional development in response to the challenges of digital transformation in education.

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