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Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial
Published by Asosiasi Riset Ilmu Pendidikan Indonesia
ISSN : 30254132     EISSN : 30249945     DOI : 10.61132
Core Subject : Humanities, Education,
Humanities Education Mathematics Other
Bidang kajian dalam jurnal ini termasuk sub rumpun Ilmu Pendidikan Ilmu Sosial, Bahasa dan Sastra, Olahraga dan Kesehatan, Matematika dan MIPA, Teknologi dan Kejuruaan, Ilmu Pendidikan dan Kesenian. Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial menerima artikel dalam bahasa Inggris dan bahasa Indonesia
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 456 Documents
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Case Study of SMAN 2 Pandeglang Students with High Enthusiasm but Difficult to be Consistent
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2545

Abstract

Enthusiasm for learning is one of the important indicators of student involvement in the learning process. However, high enthusiasm is not always followed by consistent learning behavior. This study aims to describe the learning enthusiasm of students at SMAN 2 Pandeglang, analyze the causes of students who have high enthusiasm but have difficulty maintaining learning consistency, and identify factors that affect these conditions. This study uses a qualitative approach with a case study design. The subject of the study was a student of class X of SMAN 2 Pandeglang who showed high enthusiasm for learning but was not consistent in his learning habits. Data was collected through observation, interviews, and documentation, with the validity of the data tested through triangulation. The results of the study showed that students had high enthusiasm which was evident from their activeness in class, interest in certain subjects, and involvement in extracurricular activities. However, learning consistency is still low due to internal factors such as unstable time management and concentration, as well as external factors in the form of a learning environment and the use of gadgets. This research confirms that enthusiasm is the initial capital of learning, while consistency is the key to sustainable academic success.
Inovasi Problem Based Learning Berbasis Diferensiasi dan Digital pada Modul Bahasa Indonesia SMP
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2551

Abstract

This study aims to describe the innovation of implementing Pembelajaran Berbasis Masalah integrated with differentiated instruction and digital technology in Indonesian language learning modules at the junior high school level. The research employed a qualitative descriptive approach. The research subjects were students of the Teacher Professional Education Program (PPG) in Indonesian Language and Literature who developed and implemented PBL-based Indonesian language learning modules. Data were collected through document analysis of the learning modules and semi-structured interviews with the PPG students as the module developers and implementers. The data were analyzed using content analysis techniques, including data reduction, data display, and conclusion drawing. The findings indicate that the implementation of PBL in Indonesian language modules fosters more contextual, meaningful, and student-centered learning. The integration of differentiated learning, Mengajar di Tingkat yang Tepat (TaRL), and Pengajaran Responsif Budaya (CRT) enables teachers to accommodate students’ diverse abilities and backgrounds. The use of digital media and social media platforms in assignments and presentations enhances students’ motivation, participation, and communication skills. Moreover, authentic assessment and reflective activities contribute to the development of students’ critical thinking, collaboration, and independence in line with the Pancasila Student Profile. Therefore, this PBL-based module can serve as a best practice model for innovative learning aligned with the Merdeka Curriculum and the demands of 21st-century education.
Penerapan Pendekatan Pembelajaran Sosial Emosional untuk Meningkatkan Kemampuan Menulis Teks Deskripsi pada Siswa Kelas V SDN Lio 1 Karangtengah
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2564

Abstract

This study is motivated by the low descriptive writing skills of elementary school students, which are influenced not only by linguistic aspects but also by students’ social and emotional conditions during the learning process. Writing instruction that remains teacher-centered and lacks emotional engagement often results in less meaningful learning experiences and low academic achievement. This study aims to improve the descriptive text writing skills of fifth-grade students at SDN Lio 1 Karangtengah through the implementation of a Social Emotional Learning approach. The research employed a quantitative approach using a Classroom Action Research design conducted in two cycles. The research subjects consisted of 25 fifth-grade students. Data were collected through classroom observations and descriptive writing tests, while data analysis was conducted quantitatively by examining improvements in students’ average scores, classical learning absorption, and learning mastery in each cycle. The results indicate a significant improvement in students’ descriptive writing skills from the first to the second cycle. The implementation of the Social Emotional Learning approach enhanced student engagement, improved the quality of students’ written work, and increased classical learning mastery. These findings suggest that integrating social and emotional aspects into Indonesian language instruction contributes to a more effective and meaningful learning process. The study implies that the Social Emotional Learning approach can serve as an alternative instructional strategy to support the holistic development of students’ writing skills at the elementary school level.
Pembelajaran Menganalisis Teks Prosedur dengan Menggunakan Model Problem Based Learning di Kelas 9 SMPN 2 Sukaluyu Cianjur
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2565

Abstract

Analyzing procedural texts is an essential competence in Indonesian language learning at the junior high school level, as it requires students to apply analytical thinking and understand textual structures systematically. However, in classroom practice, students often experience difficulties in identifying text structure, linguistic features, and communicative purposes of procedural texts. This study aims to describe the implementation of the Problem Based Learning model in teaching procedural text analysis to ninth-grade students at SMPN 2 Sukaluyu Cianjur and to examine its role in developing students’ analytical abilities. The research employed a qualitative descriptive approach involving students and an Indonesian language teacher as research subjects. Data were collected through classroom observation, analysis of students’ work, and documentation of learning activities. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that the implementation of Problem Based Learning increased students’ engagement in the learning process, encouraged active discussion and collaboration, and supported students in understanding and analyzing the structure and linguistic features of procedural texts more effectively. Students were not only able to comprehend procedural text concepts theoretically but also demonstrated the ability to apply analytical skills in evaluating and revising texts. The learning process became more meaningful as students actively constructed knowledge through problem-solving activities related to real-life contexts. The results of this study imply that Problem Based Learning can serve as an effective alternative instructional model for Indonesian language learning, particularly in fostering analytical skills, learner autonomy, and meaningful engagement in procedural text instruction at the junior high school level.
Penerapan Model Problem Based Learning untuk Meningkatkan Kemampuan Membuat Teks Prosedur pada Siswa Kelas VII SMPN 1 Warungkondang Cianjur
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2572

Abstract

This study is motivated by the low ability of seventh-grade students to understand and write procedural texts, particularly in terms of linguistic features and the logical sequencing of steps. These conditions indicate the need for a learning model that actively engages students and enhances their analytical thinking skills. This research aims to examine the effect of the Problem Based Learning model on students’ ability to analyze and write procedural texts at SMP Negeri 1 Warungkondang. The study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The research population consisted of all seventh-grade students, with a sample of 32 students divided into an experimental class and a control class. Data were collected through comprehension tests, procedural text writing assessments, and classroom observations of student learning activities. Statistical analysis was conducted to identify differences and improvements in students’ abilities following the implementation of the learning model. The findings reveal that students’ understanding of procedural text structure was at a moderate level, with the highest achievement in identifying text goals and the lowest in mastering linguistic features. Students’ writing ability was predominantly categorized as moderate, indicating that while they understood the basic structure of procedural texts, they encountered difficulties in organizing steps logically and in detail. Furthermore, the use of audiovisual media within problem-based learning significantly increased student engagement and learning enthusiasm, although oral communication skills remained limited. These results suggest that Problem Based Learning is effective in improving procedural text learning outcomes; however, it should be supported by focused linguistic guidance and staged writing practice to optimize students’ overall writing performance.  
Strategi Pertumbuhan Bisnis di Bidang Pendidikan : Analisis Konsep Pertumbuhan, Siklus Pengembangan, dan Pendekatan Growing the Core dalam Perspektif Pemasaran Pendidikan
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2583

Abstract

Educational businesses face unique challenges because they are not solely oriented toward financial profit, but also toward social values, institutional sustainability, and the improvement of human resource quality. Educational institutions are required to balance educational idealism with professionalism and competitiveness. This study aims to explain growth strategies in the education business sector through a conceptual approach and literature analysis. The main focus of the study includes the concept of growth, the growth cycle of educational businesses, growth strategies, the growing the core approach, and educational marketing strategies. The research method used is descriptive qualitative with a literature review approach. Data were obtained from various literature sources, such as academic journals, educational books, and publications related to educational management. The findings indicate that sustainable growth in educational businesses largely depends on an institution’s ability to strengthen its core values, innovate learning services, improve management quality, expand markets ethically, and build public trust through educational, transparent, and quality-oriented marketing strategies.
Implementasi Media Canva pada Pembelajaran IPA dan Pendekatan Deep Learning pada Pembelajaran Bahasa Inggris terhadap Motivasi Belajar Siswa SMP Negeri 3 Galesong Selatan
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2586

Abstract

This study aims to analyze the simultaneous effect of implementing Canva, an interactive visual media, in Science (Ilmu Pengetahuan Alam/IPA) and the application of the Deep Learning approach (in-depth and contextual learning) in English on improving students' learning motivation at SMP Negeri 3 Galesong Selatan. Learning motivation is measured as a dependent variable crucial for academic success in the digital era. This research uses a Mixed Methods design with an embedded quasi-experimental model, supported by descriptive qualitative data through in-depth observations and interviews. The research sample consists of seventh-grade students who were the subjects of the Canva intervention in Science, and eighth-grade students who were the subjects of the Deep Learning intervention in English, each compared with a control group. The results of the paired t-test hypothesis test showed a significant and positive increase in students' learning motivation in both intervention groups. Qualitatively, Canva proved effective in visualizing complex Science concepts, facilitating understanding and creativity. Meanwhile, Deep Learning successfully contextualized English through authentic projects, enhancing material relevance and student independence. The main conclusion of this study is that the combination of visual technology innovation and the adoption of pedagogy focused on in-depth understanding is a transformative strategy for fostering strong intrinsic learning motivation at the junior high school level.
Perbandingan Penerapan Evaluasi Pembelajaran Berbasis Digital di Sekolah Dasar: Studi Observasi di SD Temasek Independent School dan SD Binekas Bandung
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2592

Abstract

This study aims to describe and compare the implementation of digital platform-based learning assessments at two elementary schools, namely Temasek Independent School Bandung and Binekas Elementary School Bandung. Advances in information and communication technology have encouraged educational institutions to adopt digital assessment systems to improve efficiency, objectivity, and student participation. This study uses a qualitative descriptive approach through field observation. Data was collected through direct observation of learning activities, presentations from the school, interviews with educators, and documentation. The findings show that both schools have utilized various digital assessment media, such as Learning Management System (LMS), Google Form, Quizizz, Canva, and digital reporting systems. Temasek Independent School emphasizes the use of interactive assessment platforms that support learner-centered learning, while Binekas Bandung Elementary School focuses on systematic monitoring of learning achievements through LMS and digital reporting. Digital platform assessments offer advantages in terms of efficiency, transparency, flexibility, and increased learner motivation, however, there are still obstacles in the form of limited internet access and disparities in digital literacy levels. Overall, the implementation of digital assessment in both schools supports effective learning assessment that is relevant to the demands of 21st-century education.
Evaluasi Pembelajaran Berbasis Digital untuk Meningkatkan Kualitas Hasil Belajar Siswa SD
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2593

Abstract

Rapid progress in information and communication technology has significantly influenced education, particularly in the assessment of student learning. This research aims to explore the use of digital assessment methods at SD Binekas Bandung and their role in improving educational standards. A qualitative descriptive methodology was utilized, which involved direct observation, interviews with the school’s administrators and teachers, and the collection of relevant documentation. The study was conducted on October 21, 2025. The findings indicate that SD Binekas has effectively integrated digital assessment instruments such as Google Forms, Quizizz, Wordwall, and smart boards. Teachers actively utilize these tools for both formative and summative assessments. Students showed a favorable response, reflecting heightened motivation and involvement. The identified advantages include more streamlined assessment processes, instant feedback, the ability to conduct statistical analyses, and enhanced digital skills among learners. However, several challenges remain, including dependence on internet connectivity, varying degrees of digital literacy among users, and obstacles in evaluating psychomotor skills. The implementation of digital assessments at SD Binekas has successfully improved the quality of teaching and learning through more efficient, engaging, and transparent assessment strategies.
Evaluasi Pembelajaran Berbasis Digital di Sekolah Dasar: (Studi Observasi pada Sekolah Internasional dan Nasional)
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 1 (2026): Januari : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i1.2594

Abstract

The development of digital technology has driven significant transformations in learning and assessment practices at the elementary school level. Digital-based learning assessment is no longer viewed merely as a tool to measure learning outcomes, but as an integral component of a continuous, interactive, and contextual learning process. This study aims to evaluate the implementation of digital-based learning assessment in elementary schools through an observational study of international and national schools. A qualitative descriptive approach was employed. Data were collected through classroom observations, brief interviews with teachers and students, and documentation in six elementary schools located in Jakarta, Bandung, and Pesisir Selatan Regency. The findings indicate that international and private schools have systematically implemented digital-based assessment through the use of Learning Management Systems (LMS), digital quiz applications, and electronic portfolio assessments, supported by adequate infrastructure and high levels of teachers’ digital competence. In contrast, national public schools demonstrate adaptive efforts by utilizing simpler digital tools such as projectors, interactive quiz applications, and class-based or group-based assessment models, despite facing limitations in infrastructure and the precision of individual assessment. This study concludes that digital-based learning assessment in Indonesian elementary schools is currently in a positive transitional phase and requires strengthened infrastructure, continuous teacher professional development, and the development of contextual and sustainable assessment models.

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