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Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan
Published by Yayasan Mentari Meraki Asa
ISSN : -     EISSN : 2830232X     DOI : https://doi.org/10.59086/jkip
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan is a journal that contains articles on research results in the field of teacher training and education. Articles published in Tut Wuri Handayani have gone through a peer-review process, to maintain the best quality of articles in scientific development in the field of teacher training and education. Tut Wuri Handayani published 4 times a year March, June, September, December. Tut Wuri Handayani Jurnal Keguruan dan Ilmu Pendidikan accepts manuscripts in the field of research which are included in the scientific field: Instructional Media, Instructional Models, Learning Approach, Instructional Strategies, Instructional Methods, Teaching Techniques, Teaching Tactics, and Early childhood education, Adult education, Mathematics and science education, Guidance and counseling education, Educational technology, Character education, Special needs education, Global issues in education, Technical and vocational education, Language education, Social science education, Educational management, Sports science and physical education, Other areas in education
Arjuna Subject : Umum - Umum
Articles 129 Documents
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Implementasi Fungsi Perencanaan dalam Pembelajaran Pendidikan Agama Islam di SD Negeri 131 Tanjung Fitria Zalzabila Zalzabila; Diana Diana; Nur Saadah Lubis; Uci Purnama Siregar; Kasman Kasman
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1789

Abstract

Penelitian ini bertujuan untuk mengetahui implementasi fungsi perencanaan pembelajaran Pendidikan Agama Islam (PAI) di SD Negeri 131 Tanjung. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara terhadap dua guru PAI. Hasil penelitian menunjukkan bahwa fungsi perencanaan pembelajaran telah diterapkan dengan baik melalui penyusunan tujuan pembelajaran berdasarkan Capaian Pembelajaran (CP), pemilihan materi, metode, media, dan evaluasi yang disesuaikan dengan kebutuhan peserta didik. Guru juga menyiapkan perangkat pembelajaran secara sistematis sebelum proses pembelajaran berlangsung. Faktor pendukung implementasi perencanaan pembelajaran meliputi kejelasan kurikulum, sarana prasarana, dan pemanfaatan teknologi, sedangkan faktor penghambatnya adalah keterbatasan waktu serta perbedaan karakteristik peserta didik. Dengan demikian, implementasi fungsi perencanaan pembelajaran PAI di SD Negeri 131 Tanjung telah berjalan dengan baik dan mendukung tercapainya tujuan pembelajaran. This study aims to examine the implementation of the instructional planning function in Islamic Religious Education (IRE) at SD Negeri 131 Tanjung. The study employed a descriptive qualitative approach, utilizing data collection techniques such as interviews with two PAI teachers. The results indicate that instructional planning functions have been effectively implemented through the formulation of learning objectives based on Learning Outcomes (LO), the selection of content, methods, media, and assessments tailored to students’ needs. Teachers also prepared instructional materials systematically before the learning process began. Factors supporting the implementation of instructional planning included a clear curriculum, facilities and infrastructure, and the use of technology, while the inhibiting factors were time constraints and differences in student characteristics. Thus, the implementation of the instructional planning function for PAI at SD Negeri 131 Tanjung has been effective and supports the achievement of learning objectives.
Evaluasi Program Budaya Hidrasi Sehat dalam Membentuk Perilaku Hidup Sehat Peserta Didik: Studi Evaluatif Menggunakan Goal-Oriented Evaluation Model di SD Negeri 024774 Binjai Wahyudi Wahyudi; Muhammad Amada; Fatimah Nayla Zaskia Siregar; Zico Riswansyah; Muhammad Abdullah Syarif; Khairul Fikri; Adytio Setiawan; Kiki Arulia Siregar; Sri Dayati; Syaukani Syaukani
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1796

Abstract

Penelitian ini bertujuan untuk menganalisis tingkat ketercapaian tujuan Program Budaya Hidrasi Sehat di SD Negeri 024774 Binjai menggunakan pendekatan Goal-Oriented Evaluation Model yang dikembangkan oleh Ralph Tyler. Program ini dirancang untuk membentuk kebiasaan peserta didik dalam membawa dan mengonsumsi air minum secara rutin sebagai bagian dari penguatan budaya hidup sehat di lingkungan sekolah. Penelitian menggunakan pendekatan mixed methods dengan desain evaluatif. Data diperoleh melalui observasi, angket, dan dokumentasi yang melibatkan 65 siswa, 65 orang tua, serta guru yang terlibat dalam pelaksanaan program. Analisis data kuantitatif dilakukan menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa program telah mencapai sebagian besar tujuan yang ditetapkan dengan rata-rata skor siswa sebesar 4,27 dan orang tua sebesar 4,53 yang termasuk kategori sangat baik. Program berkontribusi terhadap peningkatan kesadaran peserta didik mengenai pentingnya hidrasi, pembentukan kebiasaan membawa air minum, serta peningkatan kenyamanan belajar di sekolah. Faktor pendukung utama berasal dari keterlibatan guru dan dukungan orang tua, sedangkan kendala yang masih ditemukan adalah rendahnya upaya pengurangan konsumsi minuman manis dan terbatasnya media edukasi kesehatan. Temuan ini menunjukkan bahwa Program Budaya Hidrasi Sehat efektif sebagai strategi penguatan budaya sekolah yang berorientasi pada pembentukan perilaku hidup sehat peserta didik. This study aims to analyze the achievement level of the Healthy Hydration Culture Program at SD Negeri 024774 Binjai using Ralph Tyler's Goal-Oriented Evaluation Model. The program was designed to establish students’ habits of bringing and consuming drinking water regularly as part of strengthening a healthy school culture. This study employed a mixed-methods evaluative approach. Data were collected through observations, questionnaires, and documentation involving 65 students, 65 parents, and teachers participating in the program. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The findings revealed that the program achieved most of its intended objectives, with an average score of 4.27 from students and 4.53 from parents, categorized as very good. The program contributed to increasing students’ awareness of the importance of hydration, establishing healthy drinking habits, and improving learning comfort at school. Teacher involvement and parental support were identified as key supporting factors, while challenges included the persistence of sugary drink consumption and limited health education media. The study concludes that the Healthy Hydration Culture Program is effective as a school culture strategy for promoting healthy lifestyle behaviors among students.
Ilmu: Sains Modren Dan Sains Barat Sehat Sultoni Dalimunthe; Sulaiman Akbar Lubis; Dian Abdillah Sihombing; Santomi Siregar
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1805

Abstract

Penelitian ini bertujuan untuk menganalisis konsep ilmu dalam perspektif sains modern dan sains Barat serta implikasinya terhadap perkembangan pengetahuan. Permasalahan utama penelitian ini terletak pada perbedaan paradigma antara sains modern yang berkembang saat ini dengan sains Barat sebagai fondasi historisnya. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan studi pustaka (library research), melalui kajian berbagai buku, artikel ilmiah, dan jurnal yang relevan. Hasil penelitian menunjukkan bahwa sains modern merupakan kelanjutan dari sains Barat yang berkembang melalui pendekatan rasional, empiris, dan penggunaan metode ilmiah. Sains Barat berperan penting dalam membangun dasar epistemologi ilmu pengetahuan, khususnya dalam pemisahan antara fakta ilmiah dan nilai metafisik. Namun, dalam perkembangannya, sains modern mulai mengarah pada pendekatan yang lebih integratif dengan mempertimbangkan aspek etika, budaya, dan spiritualitas. Dominasi paradigma Barat dalam sains modern turut membentuk cara pandang global terhadap ilmu pengetahuan, meskipun juga memunculkan kritik dan upaya rekonstruksi ilmu yang lebih kontekstual dan inklusif. This study aims to analyze the concept of science from the perspectives of modern science and Western science, as well as its implications for the development of knowledge. The main issue of this research lies in the paradigm differences between contemporary modern science and Western science as its historical foundation. The method used is qualitative research with a library research approach, involving the review of various books, scientific articles, and relevant journals. The results show that modern science is a continuation of Western science, which has developed through rational, empirical approaches and the use of scientific methods. Western science plays a crucial role in establishing the epistemological foundation of knowledge, particularly in separating scientific facts from metaphysical values. However, in its development, modern science has begun to move toward a more integrative approach by considering ethical, cultural, and spiritual aspects. The dominance of Western paradigms in modern science has also shaped the global perspective on knowledge, although it has given rise to criticism and efforts to reconstruct a more contextual and inclusive scientific framework.
Integrasi Pendidikan Islam dan Pendidikan Karakter dalam Pembelajaran di Sekolah Dasar Yaqub Wisnu Setiaji
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1809

Abstract

Pendidikan dasar memiliki peran penting dalam membentuk karakter dan kepribadian peserta didik sejak usia dini. Di tengah perkembangan ilmu pengetahuan dan teknologi yang semakin pesat, pendidikan tidak hanya dituntut untuk mengembangkan aspek kognitif, tetapi juga aspek moral dan spiritual peserta didik. Oleh karena itu, integrasi nilai-nilai keislaman dalam proses pendidikan menjadi salah satu strategi yang dapat diterapkan untuk memperkuat pembentukan karakter anak di sekolah dasar. Penelitian ini bertujuan untuk menganalisis konsep, implementasi, faktor pendukung dan penghambat, serta dampak integrasi nilai-nilai keislaman dalam mendidik anak di sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research). Data diperoleh dari berbagai sumber, seperti artikel jurnal ilmiah, buku, dan dokumen yang relevan dengan topik penelitian. Analisis data dilakukan menggunakan teknik analisis isi (content analysis) melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil kajian menunjukkan bahwa integrasi nilai-nilai keislaman dapat dilakukan melalui pembelajaran, pembiasaan, keteladanan guru, serta budaya sekolah yang religius. Nilai-nilai keislaman yang diintegrasikan meliputi kejujuran, disiplin, tanggung jawab, kerja sama, kepedulian sosial, dan religiusitas. Keberhasilan implementasi integrasi nilai-nilai keislaman dipengaruhi oleh kompetensi guru, dukungan lingkungan sekolah, serta keterlibatan keluarga dalam proses pendidikan. Integrasi nilai-nilai keislaman terbukti memberikan dampak positif terhadap pembentukan karakter peserta didik, terutama dalam meningkatkan sikap religius, disiplin, tanggung jawab, dan perilaku sosial yang baik. Dengan demikian, integrasi nilai-nilai keislaman menjadi salah satu pendekatan yang efektif dalam mewujudkan pendidikan yang holistik dan berorientasi pada pembentukan karakter peserta didik di sekolah dasar. Elementary education plays an important role in shaping students' character and personality from an early age. Amid the rapid development of science and technology, education is required not only to develop cognitive aspects but also moral and spiritual dimensions. Therefore, the integration of Islamic values into the educational process has become a strategic approach to strengthening character education in elementary schools. This study aims to analyze the concepts, implementation, supporting and inhibiting factors, and the impact of integrating Islamic values in educating children at the elementary school level. The study employed a qualitative approach using a library research method. Data were collected from scientific journal articles, books, and other relevant documents. Data analysis was conducted through content analysis involving data reduction, data presentation, and conclusion drawing. The findings indicate that the integration of Islamic values can be implemented through learning activities, habituation programs, teacher role modeling, and a religious school culture. The integrated Islamic values include honesty, discipline, responsibility, cooperation, social care, and religiosity. The success of implementation is influenced by teachers' competencies, school support systems, and family involvement. Furthermore, the integration of Islamic values has a positive impact on students' character development, particularly in improving religiosity, discipline, responsibility, and social behavior. Therefore, integrating Islamic values is an effective approach to achieving holistic education and strengthening character formation among elementary school student.
Etika Profesionalisme Guru dalam Menghadapi Tantangan Digital di TK Muslimat NU Kajen Amalia Nazala Ruzda; Siau Ling; Nur Khasanah
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1645

Abstract

Perkembangan teknologi digital telah mengubah praktik pembelajaran pada pendidikan anak usia dini (PAUD), sekaligus menghadirkan tantangan etis bagi guru dalam penggunaan media digital, perlindungan privasi anak, serta pengelolaan budaya konten di lingkungan sekolah. Penelitian ini bertujuan mendeskripsikan implementasi etika profesionalisme guru dalam menghadapi tantangan digital di TK Muslimat NU Kajen serta mengidentifikasi bentuk-bentuk praktik etis yang diterapkan dalam pembelajaran berbasis teknologi. Kebaruan penelitian ini terletak pada kajian integratif mengenai etika profesi guru, penggunaan smart board sebagai media pembelajaran digital, dan perlindungan privasi anak dalam konteks PAUD. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan kepala sekolah dan guru sebagai informan penelitian. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah menerapkan prinsip profesionalisme dan etika digital melalui pemilihan konten edukatif yang sesuai perkembangan anak, pembatasan durasi penggunaan media digital, komunikasi profesional dengan orang tua melalui platform digital, serta perlindungan privasi anak melalui mekanisme perizinan dokumentasi. Temuan penelitian juga menunjukkan adanya tantangan berupa meningkatnya ketergantungan anak terhadap media visual digital dan kebutuhan peningkatan literasi digital guru. Penelitian ini memberikan kontribusi terhadap pengembangan literasi etika digital guru PAUD serta menjadi dasar bagi sekolah dalam merumuskan kebijakan penggunaan teknologi yang aman, etis, dan berorientasi pada kepentingan terbaik anak.   The rapid development of digital technology has transformed learning practices in Early Childhood Education (ECE), while simultaneously presenting ethical challenges for teachers in the use of digital media, the protection of children's privacy, and the management of digital content culture within educational settings. This study aims to describe the implementation of teacher professionalism ethics in facing digital challenges at TK Muslimat NU Kajen and to identify ethical practices applied in technology-based learning. The novelty of this research lies in its integrative examination of teacher professional ethics, the use of smart boards as digital learning media, and the protection of children's privacy within the context of early childhood education. This study employed a descriptive qualitative approach involving the principal and teachers as research informants. Data were collected through observations, semi-structured interviews, and documentation, and were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that teachers have implemented principles of professionalism and digital ethics through the selection of educational content appropriate to children's developmental stages, limitations on the duration of digital media use, professional communication with parents through digital platforms, and the protection of children's privacy through documentation consent procedures. The findings also reveal challenges related to children's increasing dependence on digital visual media and the need to strengthen teachers' digital literacy. This study contributes to the development of digital ethics literacy among ECE teachers and serves as a reference for schools in formulating technology-use policies that are safe, ethical, and oriented toward the best interests of children.
Representasi Ruang Lingkup Geografi dalam Novel Kau, Aku dan Sepucuk Angpau Merah Karya Tere Liye Samuel Natanael; Yessi Afrianita; Shania Maria; Ofa Adrina Uli Harefa; Ella Citra Denisa Br Ginting; Muhammad Anggie Januarsyah Daulay
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1703

Abstract

Karya sastra tidak hanya berfungsi sebagai media hiburan, tetapi juga sebagai sarana untuk merepresentasikan realitas sosial, budaya, dan geografis masyarakat. Penelitian ini bertujuan untuk menganalisis representasi ruang geografis dalam novel Kau, Aku dan Sepucuk Angpau Merah karya Tere Liye. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Sumber data penelitian adalah novel Kau, Aku dan Sepucuk Angpau Merah karya Tere Liye, sedangkan data berupa kutipan narasi dan dialog yang berkaitan dengan aspek ruang lingkup geografi. Teknik pengumpulan data dilakukan melalui teknik baca dan catat, kemudian dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa novel merepresentasikan ruang geografis melalui tujuh aspek, yaitu geografi fisik, geografi budaya, geografi sosial, geografi regional, geografi penduduk, geografi ekonomi, dan geografi lingkungan. Sungai Kapuas direpresentasikan sebagai pusat kehidupan masyarakat Pontianak yang memengaruhi aktivitas sosial, budaya, ekonomi, serta pola interaksi masyarakat. Selain itu, novel juga menggambarkan keberagaman etnis, budaya lokal, kondisi lingkungan, dan karakteristik wilayah Kalimantan Barat secara realistis. Dengan demikian, novel Kau, Aku dan Sepucuk Angpau Merah tidak hanya berfungsi sebagai karya sastra, tetapi juga sebagai media representasi ruang geografis dan kehidupan sosial budaya masyarakat Kalimantan Barat. Literary works serve not only as a medium of entertainment but also as a means of representing the social, cultural, and geographical realities of society. This study aims to analyze the representation of geographical space in the novel Kau, Aku dan Sepucuk Angpau Merah by Tere Liye. The research employed a qualitative approach with a descriptive method. The data source was the novel Kau, Aku dan Sepucuk Angpau Merah, while the data consisted of narrative and dialogue excerpts related to scope of geoghraphy. Data were collected through reading and note-taking techniques and analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings reveal that the novel represents geographical space through seven aspects: physical geography, cultural geography, social geography, regional geography, population geography, economic geography, and environmental geography. The Kapuas River is portrayed as the center of life for the people of Pontianak, influencing their social, cultural, and economic activities as well as patterns of interaction. Furthermore, the novel realistically depicts ethnic diversity, local culture, environmental conditions, and the regional characteristics of West Kalimantan. Therefore, Kau, Aku dan Sepucuk Angpau Merah functions not only as a literary work but also as a medium for representing geographical space and the socio-cultural life of the people of West Kalimantan.
Students' Experiences With AI-Assisted Online Assessment In English Writing Courses: A Case Study Taufiqul Hakim Waliyuddin Fathurrohman Al Furqon; Nur Aisyah Zulkifli
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1704

Abstract

The integration of artificial intelligence (AI) tools in academic settings has fundamentally transformed how students engage with writing tasks and assessment processes. This qualitative case study explores the experiences of students with AI-assisted online assessment in English writing courses. Data were collected from 5 undergraduate students in an English Language Education program through semi-structured interviews and document analysis. Employing Braun and Clarke's (2006) thematic analysis, four major themes emerged: (1) AI enhances writing confidence, (2) AI facilitates immediate feedback, (3) AI supports self-assessment, and (4) ethical concerns and dependency. The findings reveal that AI-assisted online assessment provides meaningful learning support, yet raises significant concerns related to academic integrity and over-reliance on technology. Implications for instructors, students, and institutions are discussed, along with recommendations for future research.
Hidden Curriculum sebagai Strategi Pembentukan Akhlak Siswa Sekolah Dasar: Kajian Systematic Literature Review Eko Kurniawanto; Hemi Ratmayanti
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1785

Abstract

Penelitian ini bertujuan mensintesis mekanisme hidden curriculum sebagai strategi pembentukan akhlak siswa sekolah dasar. Berbeda dari kajian naratif yang cenderung normatif, penelitian ini menggunakan desain systematic literature review berbasis PRISMA 2020 terhadap publikasi tahun 2021–2026. Rentang waktu tersebut dipilih karena merepresentasikan fase pascapandemi, penguatan Kurikulum Merdeka, dan meningkatnya perhatian terhadap iklim keamanan serta kebinekaan sekolah. Pencarian dilakukan melalui Google Scholar, Garuda/SINTA, DOAJ, Crossref, ERIC, dan penelusuran situs akademik; dari 478 rekaman awal, 24 artikel memenuhi kriteria inklusi dan lolos quality assessment. Sintesis tematik menunjukkan empat temuan utama: (1) keteladanan guru menjadi mediator paling konsisten dalam internalisasi nilai akhlak; (2) budaya sekolah, pembiasaan, tata tertib, dan ritual harian mengubah nilai moral dari pengetahuan menjadi kebiasaan; (3) kegiatan ekstrakurikuler dan relasi teman sebaya memperkuat tanggung jawab, empati, disiplin, religiusitas, dan toleransi; serta (4) efektivitas hidden curriculum menurun ketika sekolah tidak memiliki sistem evaluasi perilaku dan kolaborasi keluarga. Kebaruan penelitian terletak pada model sintesis empat lapis yang menghubungkan input nilai, aktor sekolah, pengalaman harian, dan evaluasi reflektif. Implikasi penelitian menegaskan bahwa hidden curriculum perlu dirancang secara sadar, tetapi tetap bekerja melalui pengalaman keseharian yang konsisten.   This study aims to synthesize the mechanisms of hidden curriculum as a strategy for shaping elementary school students' moral character. Unlike descriptive narrative reviews, this study employed a PRISMA 2020-based systematic literature review of publications from 2021 to 2026. This period was selected because it reflects the post-pandemic transition, the strengthening of the Merdeka Curriculum, and the growing concern over school safety and diversity climate. Searches were conducted through Google Scholar, Garuda/SINTA, DOAJ, Crossref, ERIC, and academic websites; from 478 initial records, 24 articles met the inclusion criteria and passed quality assessment. The thematic synthesis produced four key findings: (1) teacher role modelling consistently mediates moral internalization; (2) school culture, habituation, rules, and daily rituals transform moral knowledge into behavioural habits; (3) extracurricular activities and peer relations strengthen responsibility, empathy, discipline, religiosity, and tolerance; and (4) the effectiveness of hidden curriculum declines when schools lack behavioural evaluation systems and family collaboration. The novelty of this study lies in a four-layer synthesis model connecting value input, school actors, daily experiences, and reflective evaluation. The study implies that hidden curriculum should be intentionally designed while continuing to operate through consistent everyday school experiences.
Evaluasi Validitas Dan Reliabilitas Asesmen Berbasis Proyek Dalam Pembelajaran Hybrid Imroatul Hasanah; Moh. Sahlan
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1806

Abstract

Penelitian ini bertujuan untuk mengevaluasi validitas dan reliabilitas asesmen berbasis proyek dalam pembelajaran hybrid melalui pengembangan instrumen yang memenuhi standar pengukuran pendidikan. Instrumen dikembangkan secara sistematis melalui tahapan analisis kebutuhan, penyusunan indikator berdasarkan capaian pembelajaran, penyusunan kisi-kisi dan rubrik penilaian, validasi oleh pakar, uji coba terbatas, revisi, serta uji empiris pada peserta didik dalam konteks pembelajaran hybrid. Karakteristik instrumen yang dikembangkan meliputi autentik, berorientasi pada proses dan produk, menggunakan rubrik analitik yang jelas, serta mampu mengukur kompetensi kognitif, afektif, dan psikomotor secara terpadu. Kebaruan penelitian ini terletak pada pengembangan dan pengujian instrumen asesmen berbasis proyek yang dirancang secara khusus untuk lingkungan pembelajaran hybrid dengan mengintegrasikan bukti validitas isi dan validitas konstruk serta pengujian reliabilitas dalam satu model evaluasi yang komprehensif. Kontribusi teoritis penelitian ini memperkuat kajian mengenai pengembangan instrumen asesmen autentik pada pembelajaran hybrid, sedangkan kontribusi praktisnya menyediakan instrumen yang dapat digunakan pendidik untuk menghasilkan penilaian yang lebih objektif, konsisten, dan sesuai dengan karakteristik pembelajaran abad ke-21. Hasil penelitian menunjukkan bahwa instrumen memiliki tingkat validitas yang tinggi berdasarkan penilaian ahli dan pengujian empiris, serta reliabilitas yang berada pada kategori sangat baik. Temuan ini mengindikasikan bahwa instrumen mampu mengukur kompetensi peserta didik secara akurat dan memberikan hasil penilaian yang konsisten, sehingga layak digunakan sebagai alat asesmen berbasis proyek dalam pembelajaran hybrid. Dengan demikian, instrumen yang dikembangkan dapat mendukung peningkatan kualitas evaluasi pembelajaran melalui penilaian yang lebih autentik, valid, dan reliabel. Bottom of Form   This study aims to evaluate the validity and reliability of project-based assessment in hybrid learning through the development of an instrument that meets educational measurement standards. The instrument was systematically developed through a series of stages, including needs analysis, formulation of indicators based on learning outcomes, development of an assessment blueprint and analytic scoring rubric, expert validation, pilot testing, revision, and empirical testing involving students in a hybrid learning environment. The developed instrument is characterized by its authenticity, emphasis on both learning processes and outcomes, use of clear analytic rubrics, and ability to assess cognitive, affective, and psychomotor competencies in an integrated manner. The novelty of this study lies in the development and validation of a project-based assessment instrument specifically designed for hybrid learning by integrating evidence of content validity, construct validity, and reliability within a comprehensive evaluation framework. Theoretically, this study contributes to the advancement of authentic assessment instrument development in hybrid learning contexts. Practically, it provides educators with a valid and reliable assessment tool capable of producing objective, consistent, and meaningful evaluations aligned with 21st-century learning demands. The findings indicate that the instrument demonstrates a high level of validity based on expert judgment and empirical testing, as well as excellent reliability. These results suggest that the instrument is capable of accurately measuring students' competencies while producing consistent assessment outcomes, making it suitable for project-based assessment in hybrid learning. Therefore, the developed instrument can support the improvement of learning evaluation quality by providing an authentic, valid, and reliable assessment framework.
Analisis Kesalahan Penggunaan Tenses dalam Teks Tulis Pembelajar EFL di MA Bahrul Ulum, Pasir Pangaraian, Riau Robby Chandra S; Indah Mustika Noviani Lubis; Rika Liandini; Zulfitri Zulfitri
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1834

Abstract

Penelitian ini menganalisis jenis dan penyebab kesalahan penggunaan tenses pada siswa EFL (English as a Foreign Language) di SMA Bahrul Ulum, Pasir Pangaraian, Riau, dengan menggunakan kerangka Contrastive Error Analysis (CEA). Data dikumpulkan dari 33 teks tulisan siswa (teks recount dan deskriptif) dan dianalisis berdasarkan model analisis kesalahan yang dikemukakan oleh Corder (1967), dengan membedakan kesalahan interlingual dan intralingual. Hasil penelitian menunjukkan bahwa misinformation (kesalahan penggunaan bentuk) sebesar 42% dan omission (penghilangan unsur bahasa) sebesar 35% merupakan jenis kesalahan yang paling sering ditemukan, terutama dalam penggunaan Simple Past Tense dan Present Perfect Tense. Kesalahan-kesalahan tersebut terutama disebabkan oleh interferensi bahasa pertama (L1), karena Bahasa Indonesia tidak menggunakan penandaan morfologis untuk menunjukkan kala (tense). Penelitian sebelumnya (Purba, 2023; Floranti & Adiantika, 2019; Ismaniar et al., 2025) juga melaporkan bahwa pola kesalahan seperti ini masih sering terjadi pada pembelajar EFL di Indonesia akibat perbedaan struktur antara bahasa pertama (L1) dan bahasa sasaran (L2). Penelitian ini memberikan kontribusi terhadap pemahaman yang lebih mendalam mengenai tantangan penggunaan tenses yang masih berlanjut dalam konteks pendidikan menengah di Indonesia. Implikasi pedagogis dari penelitian ini menunjukkan perlunya pembelajaran kontrastif yang eksplisit, latihan remedial yang terarah, serta integrasi kegiatan yang berfokus pada bentuk bahasa (form-focused activities) dalam pembelajaran menulis. This study analyzes the types and causes of tense errors in EFL (English as a Foreign Language) students at Bahrul Ulum High School, Pasir Pangaraian, Riau, using the Contrastive Error Analysis (CEA) framework. Data were collected from 33 student-written texts (recount and descriptive texts) and analyzed based on the error analysis model proposed by Corder (1967), by distinguishing between interlingual and intralingual errors. The results showed that misinformation (form errors) amounted to 42% and omission (omission of language elements) amounted to 35% were the most frequently found types of errors, especially in the use of Simple Past Tense and Present Perfect Tense. These errors were mainly caused by first language (L1) interference, because Indonesian does not use morphological marking to indicate tense. Previous studies (Purba, 2023; Floranti & Adiantika, 2019; Ismaniar et al., 2025) also reported that this type of error pattern still frequently occurs among EFL learners in Indonesia due to structural differences between the first language (L1) and the target language (L2). This research contributes to a deeper understanding of the ongoing challenges of tense use in the context of secondary education in Indonesia. The pedagogical implications of this research point to the need for explicit contrastive learning, targeted remedial practice, and the integration of form-focused activities in writing learning.

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