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Jurnal Armada Pendidikan
Published by Cv. Kilau Rashdan Publishing
ISSN : 29858623     EISSN : 29857902     DOI : https://doi.org/10.60041/jap
Core Subject : Education,
Education
Jurnal Armada Pendidikan (JAP) A journal published by a professional book and journal publishing institution, namely “Kilau Publishing”. This journal is registered with the National Research and Innovation Agency (BRIN) with ISSN (online). 2985-7902 and ISSN (print). 2985-8623. Jurnal Armada Pendidikan (JAP) publishes research articles, program applications written by experts, scientists, practitioners, and reviewers in educational disciplines. Jurnal Armada Pendidikan (JAP) is published in 2 periods in 1 year, namely February and August. Jurnal Armada Pendidikan (JAP) publishes scientific articles in the field of education including: Educational Evaluation, Learning and Teaching, Social Education, Science Education, Religion Education, PGSD, Other relevant research and development in education
Arjuna Subject : Umum - Umum
Articles 167 Documents
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Efektivitas Pembelajaran Berdiferensiasi Dalam Meningkatkan Keterampilan Menulis Teks Deskripsi Siswa Kelas VII SMP Negeri 2 Ranah Pesisir Riska Mayeni; Dina Fitria Handayani; Revi Handayani
JURNAL ARMADA PENDIDIKAN Vol 4 No 1 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i1.509

Abstract

This study aims to analyze the effectiveness of differentiated instruction in improving the descriptive text writing skills of seventh-grade students at SMP Negeri 2 Ranah Pesisir. The research employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The sample consisted of two classes: an experimental class of 30 students who received differentiated instruction and a control class of 30 students who received conventional instruction. Data were collected through descriptive text writing tests administered before (pretest) and after (posttest) the treatment. The research instrument was a writing test assessed based on five aspects: content, organization, language use, vocabulary, and writing mechanics. The data were analyzed using prerequisite tests, including normality and homogeneity tests, followed by an independent samples t-test to determine differences in learning outcomes between the two groups. The findings revealed that both groups showed improvements in descriptive writing skills. In the experimental group, the mean score increased from 67.30 in the pretest to 84.60 in the posttest, representing an improvement of 17.30 points. Furthermore, the results of the paired samples t-test indicated a significance value of 0.000 (p < 0.05), demonstrating a statistically significant difference in students' writing skills before and after the implementation of differentiated instruction. These findings indicate that differentiated instruction is effective in improving students' descriptive text writing skills because it accommodates differences in students' learning readiness, interests, and learning profiles, thereby creating a more active, meaningful, and student-centered learning process. Therefore, differentiated instruction can serve as an effective alternative strategy in Indonesian language teaching to enhance junior high school students' writing skills.
Aktivitas Bermain Tradisional Dalam Mendukung Perkembangan Sosial Anak Usia Dini Dewi Syifaurahmah; Shifa Nur Rohmah; Budi Iskandar
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.478

Abstract

Play is a fundamental need for young children to stimulate various aspects of their development. However, with advances in technology, children today are more likely to engage in individual digital games, thereby reducing opportunities for direct interaction with peers. This study aims to conduct an in-depth examination of the role of traditional play in supporting the social development of young children through a literature review. The research method employed was a Systematic Literature Review (SLR), involving the collection and analysis of scientific articles from databases such as Google Scholar, Sinta, and Scopus spanning the years 2019–2025. The findings indicate that traditional games effectively enhance interpersonal skills, cooperation, solidarity, as well as the ability to regulate emotions and manage aggressive behavior. Through direct interaction, children learn to understand emotions, share, and resolve conflicts constructively. From a neuroscience perspective, the social stimulation in traditional games helps optimize neural connections in the brain related to emotional functions and socialization skills. The conclusion of this study is that traditional games are a relevant pedagogical tool for fostering children’s social intelligence and should be reintegrated into daily learning activities.
Strategi Komunikasi Orang Tua dalam Mengembangkan Kosakata Anak Usia 4–5 Tahun berdasarkan Teori Vygotsky Dinda Oktarini; Aliyah; Desi Aryani; Dewi Masriah; Novita Loka
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.496

Abstract

Vocabulary development is one of the most important aspects of early childhood language development because it serves as the foundation for communication, thinking, and social interaction skills. Children's vocabulary development is influenced by various factors, one of which is the communication strategies used by parents in daily life. This study aimed to examine parental communication strategies in developing the vocabulary of children aged 4–5 years based on Vygotsky's theory. The research employed a qualitative approach using a field research method to provide an in-depth description of parental communication patterns and children's vocabulary development within the family environment. The study was conducted at KB Indah Permai involving six pairs of parents and children aged 4–5 years as research subjects. Data were collected through observations, interviews, and documentation, and then analyzed through data reduction, data presentation, and conclusion drawing. The findings revealed that parental communication strategies, including daily conversations, storytelling, reading stories, playing together, singing, and providing opportunities for children to ask questions and express their opinions, contributed to children's vocabulary development. In the indicators of expressing desires, naming objects, responding to simple questions, and asking simple questions, most children were categorized as Developing as Expected (50% DE, 33% SD, and 17% UD). Meanwhile, the abilities to retell simple events and use descriptive words showed more varied results (34% DE, 33% SD, and 33% UD). The findings indicate that regular and responsive social interactions help children acquire new vocabulary through the scaffolding process in accordance with Vygotsky's Zone of Proximal Development (ZPD) concept. Therefore, active and consistent parental communication strategies contribute positively to the vocabulary development of early childhood children.
Analisis Kebutuhan PjBL Berbantuan GeoGebra pada Pembelajaran Matematika Fase F Nurhayani; Nela Sari Yolanda; Yuliani fitri
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.503

Abstract

Mathematics learning in Phase F requires students to understand abstract concepts, connect multiple forms of representation, and solve problems independently. However, preliminary observations at SMA Negeri 8 Padang showed that learning activities were still dominated by teacher explanations, the use of dynamic visual media was not optimal, and some students had difficulty understanding graph changes and the relationship between algebraic forms and geometric representations. This study aims to map teachers' and students' needs for mathematics learning through Project Based Learning (PjBL) supported by GeoGebra. The research employed a descriptive qualitative approach with an emphasis on needs analysis. The research context involved 116 Phase F students from three classes, consisting of 39 students in class XI F3, 40 students in class XI F7, and 37 students in class XI F9, as well as a mathematics teacher. Student interview informants were selected purposively. Data were collected through classroom observation, semi-structured interviews, and document study, then analyzed through data condensation, data display, and conclusion drawing and verification. Data credibility was maintained through technique and source triangulation. The findings identified five key needs: more participatory and contextual learning, dynamic visual media to clarify concepts, systematically structured project activities, learning tools and assessment instruments that are practical for teachers, and technology-use strategies that consider device availability and students' initial abilities. These findings indicate that GeoGebra-assisted PjBL is relevant to be developed as an alternative mathematics learning design, although its effectiveness still needs to be tested in further research.
Pengaruh Model Pembelajaran Problem Solving terhadap Hasil Belajar Matematika Siswa Fase F TITL SMKN 5 Padang Rani Wulandari Chaniago; Yuliani Fitri; Dina Novarina Perdana
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.506

Abstract

This study aims to determine the effect of the Problem Solving learning model on the mathematics learning outcomes of Phase F TITL students at SMKN 5 Padang. This research was motivated by the low mathematics learning outcomes of students, as shown by data from the Mid-Semester Summative Assessment of the Odd Semester of the 2025/2026 Academic Year, indicating that all students in class XI TITL 1 (33 students) had not reached the Minimum Completeness Criteria (KKM), and only 23% of students in class XI TITL 2 achieved mastery. This study used a Quasi-Experimental Research method with a randomized control group only posttest design. The research population consisted of all Phase F TITL students at SMKN 5 Padang, with a sample consisting of two classes selected randomly. The experimental class received treatment using the Problem Solving learning model, while the control class received conventional learning. The research instrument was a mathematics learning outcome test in essay form, which had been tested for validity, reliability, level of difficulty, and discriminating power. The data were analyzed through a normality test (Liliefors), a homogeneity test (F test), and a hypothesis test (one-tailed t-test). Based on the research conducted in Phase F of the TITL major at SMK Negeri 5 Padang, a hypothesis test was carried out using the t-test because the data were normally distributed and homogeneous. The results of the hypothesis testing showed that t-count > t-table (2.66 > 1.68) at a significance level of α = 0.05. Thus, H₀ was rejected and H₁ was accepted. Based on these results, it can be concluded that there is a significant effect of using the Problem Solving learning model on the mathematics learning outcomes of Phase F students in the TITL major at SMK Negeri 5 Padang.
Pengaruh Model Pembelajaran Kooperatif Tipe Teams Games Tournament Berbantuan Kahoot terhadap Hasil Belajar Matematika Siswa SMAN 1 Koto XI Tarusan Arini Isti Ardillah; Dina Novarina Perdana; Refnywidialistuti
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.507

Abstract

This study was motivated by students' low mathematics learning outcomes and the suboptimal use of learning models that actively engage students in class. This study aimed to examine the effect of the cooperative learning model of the Teams Games Tournament (TGT) type assisted by Kahoot on the mathematics learning outcomes of Phase-E students at SMAN 1 Koto XI Tarusan. This study used a quantitative approach with a quasi-experimental research type and a randomized control-group-only posttest design. The population consisted of all Phase-E students at SMAN 1 Koto XI Tarusan, while the sample comprised one experimental class and one control class selected at random. The experimental class received treatment using the TGT model assisted by Kahoot, while the control class received conventional learning. The research instrument was a mathematics achievement test in essay form administered after the learning process ended. Data were analyzed using normality tests, homogeneity tests, and hypothesis tests (t-test). The results showed no significant difference in mathematics learning outcomes between students who learned using the TGT model assisted by Kahoot and those who learned using conventional learning, with the average learning outcomes of the experimental class comparable to those of the control class. It can therefore be concluded that the TGT cooperative learning model assisted by Kahoot did not significantly affect students' mathematics learning outcomes, although it can still be considered an alternative model for active and enjoyable learning.
Pengembangan Media PowerPoint Interaktif untuk Meningkatkan Efektivitas Pembelajaran Terkait Bahan Makanan Hewani Muhammad Abdel Faridz; Luthfiyah Nurlaela; Lilis Sulandari; Aji Fajar Ramadhani
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.510

Abstract

Pemanfaatan media pembelajaran interaktif berbasis teknologi menjadi salah satu upaya untuk meningkatkan efektivitas pembelajaran pada pendidikan vokasi. Namun, pembelajaran materi bahan makanan hewani di SMK masih didominasi penggunaan PowerPoint konvensional yang kurang mampu menarik perhatian dan meningkatkan keterlibatan siswa. Penelitian ini bertujuan mengembangkan serta menguji kelayakan dan efektivitas media pembelajaran PowerPoint interaktif berbasis animasi pada materi daging untuk siswa kelas X Kuliner. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang dibatasi hingga tahap implementasi. Uji coba dilakukan pada 30 siswa kelas X Kuliner SMKN 8 Surabaya yang dipilih menggunakan simple random sampling. Data dianalisis secara deskriptif kuantitatif, sedangkan efektivitas media diuji menggunakan uji Wilcoxon Signed-Rank Test. Hasil penelitian menunjukkan bahwa media memperoleh kategori sangat layak berdasarkan validasi ahli materi (91,67%), ahli media (97,50%), dan modul ajar (96,20%). Media juga terbukti meningkatkan hasil belajar siswa, ditunjukkan oleh peningkatan rata-rata nilai dari 57 menjadi 93,83 dengan hasil uji Wilcoxon yang signifikan (p = 0,001), serta memperoleh respons siswa sebesar 86,02% dengan kategori sangat menarik. Dengan demikian, media pembelajaran PowerPoint interaktif berbasis animasi layak dan efektif digunakan untuk mendukung pembelajaran materi bahan makanan hewani di SMK.
Hubungan Adversity Quotient (AQ) dan Kemampuan Komunikasi Matematis Peserta Didik pada Materi Statistika Mas Arifin Rasdhakim; Ade Mirza; Dona Fitriawan; Mohamad Rif’at; Rustam
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.520

Abstract

This study aimed to describe students’ mathematical communication ability and adversity quotient (AQ) and to examine the relationship between the two variables in statistics. A quantitative approach with a correlational design was employed. The population consisted of 348 eleventh-grade students at SMA Negeri 5 Pontianak in the 2025/2026 academic year. Using cluster random sampling, Class XI-H, comprising 34 students, was selected as the research sample. Data were collected through a mathematical communication ability test and an AQ questionnaire. Descriptive statistics and Pearson product-moment correlation were used to analyse the data after the ordinal AQ scores were transformed into interval data using the Method of Successive Intervals. The results showed that the students’ mean mathematical communication ability was 62.27%. The achievement percentages for mathematical expression, drawing, and written text were 79.17%, 58.82%, and 48.82%, respectively. Seven students were classified in the high category, seven in the moderate category, ten in the low category, and ten in the very low category. The mean AQ score was 83.26, with 18 students classified as campers and 16 as climbers; no students were classified as quitters. The correlation analysis yielded a coefficient of (r = 0.217), which was lower than the critical value of (r = 0.339). These findings indicate a positive but weak and statistically non-significant relationship between AQ and students’ mathematical communication ability. Therefore, students’ AQ was not significantly associated with their mathematical communication ability in statistics.
The Correlation Between Metacognitive Awareness and Reading Strategies Among English Education Students Enjelita; Gatot Subroto; Satria Agust
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.522

Abstract

Metacognitive awareness plays an essential role in helping students regulate their cognitive processes and employ appropriate reading strategies to enhance reading comprehension. However, limited awareness of metacognitive processes may prevent students from selecting effective strategies when reading English texts. This study aimed to examine the correlation between metacognitive awareness and reading strategies among students of the English Education Study Program at Universitas Maritim Raja Ali Haji. A quantitative correlational research design was employed involving 37 sixth-semester students selected through cluster sampling. Data were collected using two standardized instruments: the Metacognitive Awareness Inventory (MAI) and the Survey of Reading Strategies (S0RS), administered through an online questionnaire. The collected data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the linearity test, and Pearson Product-Moment correlation with the assistance of IBM SPSS Statistics version 25. The findings indicated that both variables were normally distributed and exhibited a linear relationship, fulfilling the assumptions for Pearson correlation analysis. The correlation analysis revealed a statistically significant positive relationship between metacognitive awareness and reading strategies, indicating that students with higher metacognitive awareness tended to employ reading strategies more effectively. These findings suggest that developing students’ metacognitive awareness can promote the use of effective reading strategies and support English reading comprehension. Therefore, integrating metacognitive strategy instruction into English language teaching is recommended to improve students’ academic reading performance.
Pengaruh Adversity Quotient dan Resiliensi Terhadap Kemampuan Berpikir Kritis Siswa Kelas IXA pada Materi SPLDV Clara Desy; Ahmad Yani T; Revi Lestari Pasaribu
JURNAL ARMADA PENDIDIKAN Vol 4 No 3 (2026): JURNAL ARMADA PENDIDIKAN
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/jap.v4i3.523

Abstract

This study was motivated by students’ low critical thinking ability in learning Systems of Linear Equations in Two Variables. Critical thinking is an essential skill in mathematics learning because it enables students to analyze, evaluate, and solve problems logically. Several factors influence students’ critical thinking ability, including Adversity Quotient and resilience. Adversity Quotient refers to students’ ability to deal with difficulties, while resilience relates to students’ ability to adapt and recover from academic challenges. This study aimed to determine the effect of Adversity Quotient and resilience on students’ critical thinking ability in the topic of systems of linear equations in two variables. This study used a quantitative approach with a causal associative (ex post facto) design. The sample consisted of 29 students of class IXA at SMP Negeri 1 Pontianak. Data were collected through questionnaires and essay tests. Data analysis included validity, reliability, classical assumption tests, hypothesis testing, and coefficient of determination. The results showed that Adversity Quotient had an effect on students’ critical thinking ability. Resilience also had an effect on students’ critical thinking ability. Simultaneously, both variables significantly affected students’ critical thinking ability with a coefficient of determination of 0.485 or 48.5%. These findings indicate that Adversity Quotient and resilience contribute significantly to improving students’ critical thinking ability in mathematics learning.

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