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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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Pengaruh Model Pembelajaran Kooperatif Tipe JIGSAW Terhadap Hasil Belajar Ekonomi Siswa Kelas X di MA Miftahul Jannah Sandiyanto Sandiyanto; Agusti Agusti; Miftahus Surur
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.v5i2.1844

Abstract

Penelitiain ini bertujuain untuk mengetaihui pengairuh model pembelaijairain kooperaitif tipe Jigsaiw terhaidaip haisil belaijair ekonomi siswai kelais X MAI Miftaihul Jainnaih Kaibupaiten Situbondo. Penelitiain menggunaikain pendekaitain kuaintitaitif dengain jenis quaisi experimentail design dain desaiin Nonequivailent Control Group Design. Populaisi penelitiain berjumlaih 24 siswai yaing seluruhnyai dijaidikain saimpel menggunaikain teknik saimpling jenuh, kemudiain dibaigi menjaidi kelompok eksperimen dain kelompok kontrol. Teknik pengumpulain daitai menggunaikain tes, aingket, dain dokumentaisi. AInailisis daitai dilaikukain melailui uji normailitais, uji homogenitais, dain uji hipotesis menggunaikain Independent Saimple t-Test. Haisil penelitiain menunjukkain baihwai raitai-raitai nilaii posttest kelompok eksperimen sebesair 84,58, lebih tinggi dibaindingkain kelompok kontrol sebesair 59,58. Haisil uji hipotesis memperoleh nilaii Sig. (2-taiiled) 0,000 < 0,05, sehinggai H₀ ditolaik dain Hₐ diterimai. Berdaisairkain penelitiain ini, model pembelaijairain kooperaitif tipe Jigsaiw berpengairuh signifikain terhaidaip haisil belaijair ekonomi siswai kelais X MAI Miftaihul Jainnaih Kaibupaiten Situbondo.   This study aims to determine the effect of the Jigsaiw type cooperative learning model on the economics learning outcomes of class X students of MAI Miftaihul Jainnaih, Situbondo Regency. The study uses a qualitative approach with a quasi-experimental design and a Nonequivalent Control Group Design. The research population is 24 students, all of whom are made into a simple sample using a saturated sampling technique, then divided into an experimental group and a control group. Data collection techniques use tests, questionnaires, and documentation. Data analysis is carried out through normative tests, homogeneity tests, and hypothesis tests using Independent Simple t-Test. The results of the study showed that the posttest score of the experimental group was 84.58, higher than the control group score of 59.58. The results of the hypothesis test obtained a Sig. (2-tailed) value of 0.000 < 0.05, so that H₀ was rejected and Hₐ was accepted. Based on this study, the Jigsaiw type of cooperative learning model had a significant effect on the economics learning results of class X students of MAI Miftaihul Jainnaih, Situbondo Regency.
The Internalization of Pawongan Values in Roald Dahl’s The Giraffe, the Pelly and Me Putu Virna Yanti; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti
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.v5i2.2017

Abstract

This study examines how the Pawongan values of Tri Hita Karana are reflected in Roald Dahl’s The Giraffe, the Pelly, and Me. While previous studies have explored moral values in children’s literature, few have interpreted Western literary works through the lens of Balinese local wisdom and their relevance to English as a Foreign Language (EFL) learning. Addressing this gap, this study employs an interpretive qualitative approach using the interactive data analysis model of Miles, Huberman, and Saldaña. Data were collected through close reading and classified into sequences and sub-sequences to identify social interactions among the characters. The findings reveal that respect, helpfulness, cooperation, caring, appreciation, and perseverance consistently reflect the Pawongan values in fostering social harmony. The novelty of this study lies in applying the Tri Hita Karana framework to interpret a Western children’s novel. These findings suggest that the novel can serve as culturally responsive EFL teaching material that integrates Balinese local wisdom with character education.   Studi ini mengkaji bagaimana nilai-nilai Pawongan dari Tri Hita Karana tercermin dalam The Giraffe, the Pelly, and Me, karya Roald Dahl. Sementara penelitian sebelumnya telah mengeksplorasi nilai-nilai moral dalam sastra anak-anak, hanya sedikit yang menafsirkan karya sastra Barat melalui lensa kearifan lokal Bali dan relevansinya dengan pembelajaran bahasa Inggris sebagai Bahasa Asing (EFL). Mengatasi kesenjangan ini, penelitian ini menggunakan pendekatan kualitatif interpretatif menggunakan model analisis data interaktif Miles, Huberman, dan Saldaña. Data dikumpulkan melalui pembacaan dekat dan diklasifikasikan ke dalam urutan dan sub-urutan untuk mengidentifikasi interaksi sosial di antara karakter. Temuan tersebut mengungkapkan bahwa rasa hormat, suka membantu, kerja sama, kepedulian, penghargaan, dan ketekunan secara konsisten mencerminkan nilai-nilai Pawongan dalam menumbuhkan kerukunan sosial. Kebaruan penelitian ini terletak pada penerapan kerangka Tri Hita Karana untuk menafsirkan novel anak-anak Barat. Temuan ini menunjukkan bahwa novel ini dapat berfungsi sebagai bahan ajar EFL yang responsif secara budaya yang mengintegrasikan kearifan lokal Bali dengan pendidikan karakter.
Tranformasi Pola Komunikasi Guru: Menghadapi Karakteristik Siswa Generasi Z yang Sensitif Terhadap Tekanan Penelitian Naely Nafisah; Alviana Zahra; 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.v5i2.1671

Abstract

Tantangan dunia pendidikan di era digital makin kompleks karena adanya jurang pemisah (gap) antara metode mengajar konvensional yang kaku dengan karakteristik psikologis Generasi Z yang kritis, mandiri, namun sangat sensitif terhadap tekanan mental. Penelitian ini bertujuan untuk menganalisis secara mendalam bagaimana guru merombak model komunikasi interpersonal mereka demi menyelaraskan sensitivitas emosional Gen Z dengan penanaman nilai karakter di sekolah. Penelitian kualitatif ini menggunakan metode studi pustaka (library research) dengan pendekatan deskriptif-kritis. Mengadaptasi protokol PRISMA, analisis dokumen dilakukan secara sistematis terhadap 30 literatur terpercaya dalam rentang tahun 2016–2026. Temuan studi menunjukkan bahwa pola komunikasi tradisional yang bersifat instruktif searah, teguran keras di depan umum (public shaming), dan otoriter sama sekali tidak efektif, melainkan justru memicu penolakan psikologis dan merusak kesehatan mental siswa. Sebagai langkah solutif, diperlukan reposisi total peran guru menuju komunikasi empatik-dialogis melalui pemberian umpan balik secara tertutup (private feedback) dan bahasa yang inklusif. Kebaruan ilmiah (scientific novelty) sekaligus kontribusi utama dari penelitian ini adalah perumusan Model Komunikasi Kemitraan Dialogis-Integritas (MKDI) yang ditopang oleh Dual-Core Dialogic-Empathetic Framework. Formulasi baru ini berhasil mengintegrasikan teori konstruktivisme Vygotsky dengan Nonviolent Communication (NVC) sebagai fondasi klinis untuk melindungi rasa aman psikologis (psychological safety) siswa. Implikasi praktis dari penelitian ini memberikan panduan nyata bagi pendidik untuk menciptakan ekosistem kelas yang seimbang antara pencapaian prestasi akademik dan kestabilan kesehatan mental (mental well-being) peserta didik..     The challenges of education in the digital era are becoming more complex due to the gap between rigid, conventional teaching methods and the psychological characteristics of Generation Z, who are critical and independent yet highly sensitive to mental pressure. This study aims to analyze in depth how teachers restructure their interpersonal communication models to align the emotional sensitivity of Gen Z with character building in schools. This qualitative research uses a literature review method (library research) with a descriptive-critical approach. Adapting the PRISMA protocol, a systematic document analysis was conducted on 30 trusted literatures within the 2016–2026 timeframe. The findings indicate that traditional communication patterns that are unidirectional, coercive, and rely on public shaming are completely ineffective; instead, they trigger psychological resistance and damage students' mental health. As a solution, a total repositioning of the teacher's role toward empathetic-dialogic communication is required through private feedback and inclusive language. The scientific novelty and main contribution of this study lie in the formulation of the Dialogic-Integrity Partnership Communication Model (MKDI), supported by the Dual-Core Dialogic-Empathetic Framework. This new formulation successfully integrates Vygotsky's constructivism theory with Nonviolent Communication (NVC) as a clinical foundation to protect students' psychological safety. The practical implication of this research provides concrete guidance for educators to create a classroom ecosystem that balances academic achievement with the preservation of students' mental well-being in the digital era.  
Analisis Kesalahan Siswa Kelas V dalam Menyelesaikan Soal Cerita Bangun Datar Berdasarkan Prosedur Newman Iim Marfu’ah; Indra Kurniawan
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.v5i2.1852

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan kesalahan yang dilakukan siswa dalam menyelesaikan soal cerita bangun datar pada materi keliling dan luas pada persegi dan persegi panjang berdasarkan prosedur Newman. Penelitian ini merupakan penelitian kualitatif deskriptif yang dilakukan di SDN 1 Kwarasan pada tahun pelajaran 2025/2026. Teknik pengumpulan data yaitu tes, wawancara, dan dokumentasi. Berdasarkan hasil analisis diperoleh: (1) Siswa kategori rendah mengalami domino effect (efek domino) kesalahan. Kegagalan di tahap awal (membaca terburu-buru dan salah paham konsep keliling-luas) membuat mereka tidak memiliki dasar apa pun untuk melakukan proses hitung, sehingga berakhir tanpa kesimpulan. (2) Siswa kategori sedang memiliki kemampuan logika dan penalaran konsep yang baik serta mampu mencari solusi alternatif (trial-error). Namun, hambatan utama mereka murni berada pada keterampilan teknis kalkulasi (lemah di pembagian dan perkalian nol/ribuan), sehingga kesimpulan akhir yang mereka tulis menjadi tidak akurat. (3) Siswa kategori tinggi menguasai seluruh aspek matematika secara seimbang, mulai dari literasi membaca soal cerita, visualisasi geometris, penalaran hubungan antar-rumus, hingga akurasi eksekusi hitung, yang menghasilkan kesimpulan akhir yang sempurna.   The purpose of this study is to describe the errors made by students in solving word problems involving two-dimensional shapes, specifically regarding the perimeter and area of squares and rectangles, based on Newman’s procedure. This study is descriptive qualitative research conducted at SDN 1 Kwarasan during the 2025/2026 school year. Data collection techniques included tests, interviews, and documentation. Based on the analysis, the following findings were obtained: (1) Students in the low category experienced a “domino effect” of errors. Failures in the early stages—such as reading too quickly and misunderstanding the concepts of perimeter and area—left them without any foundation for performing calculations, resulting in their inability to reach a conclusion. (2) Students in the Intermediate Category possess good logical and conceptual reasoning skills and can find alternative solutions (trial and error). However, their main obstacle lies purely in technical calculation skills (weaknesses in division and multiplication involving zeros or thousands), resulting in inaccurate final conclusions. (3) High-level students have a well-balanced mastery of all aspects of mathematics, ranging from the ability to read word problems, geometric visualization, reasoning about relationships between formulas, to the accuracy of their calculations, resulting in a perfect conclusion.
Analisis Kebutuhan (Needs Analysis) Mahasiswa Terhadap Muatan Mata Kuliah Kewirausahaan pada Mahasiswa Program Studi Pendidikan Biologi Anita Rahmawati; Indrawan Indrawan
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.v5i2.1939

Abstract

Pengembangan mata kuliah kewirausahaan di perguruan tinggi perlu disesuaikan dengan karakteristik program studi agar mampu menghasilkan lulusan yang memiliki kompetensi akademik sekaligus kompetensi kewirausahaan. Namun, muatan mata kuliah kewirausahaan pada Program Studi Pendidikan Biologi umumnya masih bersifat generik dan belum sepenuhnya mengakomodasi kebutuhan mahasiswa maupun potensi kewirausahaan berbasis ilmu biologi. Penelitian ini bertujuan untuk menganalisis kebutuhan (needs analysis) mahasiswa terhadap muatan mata kuliah kewirausahaan pada Program Studi Pendidikan Biologi. Penelitian menggunakan pendekatan mixed methods dengan desain deskriptif-eksplanatori. Subjek penelitian berjumlah 57 mahasiswa Program Studi Pendidikan Biologi yang dipilih menggunakan teknik total sampling. Pengumpulan data dilakukan melalui kuesioner, wawancara mendalam, dan Focus Group Discussion (FGD). Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis menggunakan content analysis. Hasil penelitian menunjukkan bahwa kebutuhan mahasiswa terhadap muatan mata kuliah kewirausahaan berada pada kategori sangat tinggi dengan nilai rata-rata keseluruhan 4,54. Dimensi pembelajaran berbasis praktik dan pengalaman nyata memperoleh skor tertinggi (mean = 4,71), diikuti oleh materi kewirausahaan yang relevan dengan bidang biologi (mean = 4,58), dukungan ekosistem kewirausahaan (mean = 4,49), serta pengembangan soft skills dan entrepreneurial mindset (mean = 4,37). Analisis kualitatif mengidentifikasi empat kebutuhan utama mahasiswa, yaitu materi kewirausahaan berbasis bioentrepreneurship, pembelajaran berbasis proyek, penguatan kompetensi kewirausahaan, dan dukungan ekosistem kewirausahaan di perguruan tinggi. Penelitian ini menyimpulkan bahwa pengembangan mata kuliah kewirausahaan pada Program Studi Pendidikan Biologi perlu diarahkan pada pembelajaran yang kontekstual, berbasis proyek, serta terintegrasi dengan kompetensi bidang biologi melalui pendekatan bioentrepreneurship untuk meningkatkan kesiapan mahasiswa dalam menciptakan peluang usaha berbasis ilmu pengetahuan.   The development of entrepreneurship courses in higher education should be aligned with the characteristics of each study program to produce graduates who possess both academic and entrepreneurial competencies. However, the entrepreneurship course content in Biology Education Study Programs remains largely generic and has not fully accommodated students' needs or the entrepreneurial potential inherent in biological sciences. This study aimed to analyze students' needs regarding the entrepreneurship course content in the Biology Education Study Program. A mixed-methods approach with a descriptive-explanatory design was employed. The participants consisted of 57 Biology Education students selected using a total sampling technique. Data were collected through questionnaires, in-depth interviews, and Focus Group Discussions (FGDs). Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through content analysis. The findings revealed that students' needs for entrepreneurship course content were categorized as very high, with an overall mean score of 4.54. Practice- and experiential learning-based instruction received the highest rating (mean = 4.71), followed by entrepreneurship content relevant to the field of biology (mean = 4.58), entrepreneurship ecosystem support (mean = 4.49), and the development of soft skills and an entrepreneurial mindset (mean = 4.37). Qualitative analysis identified four major student needs: bioentrepreneurship-based entrepreneurship content, project-based learning, strengthening entrepreneurial competencies, and institutional support for the entrepreneurship ecosystem in higher education. The study concludes that entrepreneurship courses in Biology Education Study Programs should be developed through contextual, project-based learning integrated with biological science competencies using a bioentrepreneurship approach to enhance students' readiness to create science-based entrepreneurial opportunities.
Implementasi Kegiatan Pendidikan Luar Sekolah Sebagai Upaya Pembentukan Akhlak Siswa di SMA Negeri 1 Medan Hernawan Syahputra Lubis; Hadi Saputra Panggabean
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 1 (2026): Maret 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i1.2089

Abstract

Penelitian ini bertujuan menganalisis bentuk implementasi, mekanisme pembentukan nilai, faktor pendukung, serta kebutuhan evaluasi kegiatan pendidikan luar sekolah di SMA Negeri 1 Medan. Istilah pendidikan luar sekolah dalam artikel ini digunakan secara operasional untuk menunjuk kegiatan pendidikan yang diselenggarakan sekolah di luar pembelajaran intrakurikuler reguler, seperti pembiasaan, kegiatan keagamaan, bakti sosial, organisasi siswa, olahraga, kepedulian lingkungan, dan pembelajaran berbasis pengalaman. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode studi dokumen. Data diperoleh dari dokumentasi resmi sekolah, publikasi program di SMA Negeri 1 Medan, kebijakan penguatan karakter, dan artikel ilmiah terbitan 2021-2026. Analisis dilakukan melalui seleksi dokumen, pengodean tematik, pemetaan hubungan antara aktivitas dan nilai akhlak, serta pemeriksaan konsistensi antarsumber. Hasil kajian menunjukkan bahwa kegiatan yang terdokumentasi mencakup bakti sosial, pembelajaran berbasis kearifan lokal, kegiatan pecinta alam, olahraga, pemanfaatan fasilitas keagamaan, dan pembiasaan karakter. Kegiatan tersebut menyediakan ruang pengalaman untuk menumbuhkan religiusitas, empati, tanggung jawab, disiplin, kerja sama, toleransi, kepedulian sosial, dan kepedulian lingkungan. Meskipun demikian, dokumentasi yang tersedia lebih kuat dalam menjelaskan pelaksanaan program daripada membuktikan perubahan akhlak siswa. Artikel ini menawarkan siklus pembentukan akhlak berbasis kegiatan yang meliputi perencanaan nilai, partisipasi nyata, keteladanan, refleksi, pembiasaan, dan evaluasi perilaku. Sekolah disarankan mengembangkan indikator moral knowing, moral feeling, dan moral action agar dampak program dapat dinilai secara lebih terukur. This study examines the forms of implementation, value-formation mechanisms, supporting factors, and evaluation needs of out-of-class educational activities at SMA Negeri 1 Medan. In this article, out-of-school education is operationally defined as school-organized educational activities conducted beyond regular intraclass instruction, including habituation, religious activities, social service, student organizations, sports, environmental engagement, and experiential learning. The study employed a descriptive qualitative approach using document analysis. Data were drawn from official school documentation, published programs conducted at SMA Negeri 1 Medan, character-strengthening policies, and scientific articles published between 2021 and 2026. The analysis involved document selection, thematic coding, mapping relationships between activities and moral values, and checking consistency across sources. The findings indicate that documented activities include social service, local-wisdom-based learning, environmental clubs, sports, the use of religious facilities, and character habituation. These activities provide experiential spaces for developing religiosity, empathy, responsibility, discipline, cooperation, tolerance, social concern, and environmental awareness. However, the available documentation is stronger in describing program implementation than in demonstrating changes in students’ moral character. This article proposes an activity-based moral development cycle consisting of value planning, authentic participation, exemplary guidance, reflection, habituation, and behavioral evaluation. The school is advised to develop indicators of moral knowing, moral feeling, and moral action so that program effects can be assessed more systematically.
Penerapan Model Problem Based Learning Untuk Meningkatkan Kemampuan Menulis Teks Argumentasi Siswa Kelas VIII SMP Negeri 1 Rantau Utara Ria Desy Nasution; Siti Zubaidah
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.v5i2.2154

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan menulis teks argumentasi siswa kelas VIII SMP Negeri 1 Rantau Utara. Siswa masih mengalami kesulitan dalam merumuskan pendapat, mengembangkan alasan yang logis, menggunakan fakta sebagai bukti, menyusun struktur teks secara sistematis, serta menerapkan kaidah kebahasaan yang tepat. Penelitian ini bertujuan untuk meningkatkan proses dan hasil pembelajaran menulis teks argumentasi melalui penerapan model Problem Based Learning. Penelitian menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 32 siswa kelas VIII SMP Negeri 1 Rantau Utara. Data dikumpulkan melalui tes menulis, observasi, dokumentasi, dan catatan lapangan. Data dianalisis menggunakan teknik deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan model Problem Based Learning dapat meningkatkan kemampuan menulis teks argumentasi siswa. Nilai rata-rata siswa pada kondisi awal sebesar 66,28 dengan ketuntasan klasikal 34,38%. Pada siklus I, nilai rata-rata meningkat menjadi 74,69 dengan ketuntasan klasikal 65,63%. Pada siklus II, nilai rata-rata mencapai 83,16 dengan ketuntasan klasikal 90,63%. Peningkatan juga terlihat pada keaktifan siswa dalam mengidentifikasi masalah, mengumpulkan informasi, berdiskusi, menyampaikan pendapat, dan memperbaiki teks berdasarkan umpan balik. Dengan demikian, model Problem Based Learning efektif digunakan untuk meningkatkan kemampuan menulis teks argumentasi siswa kelas VIII SMP Negeri 1 Rantau Utara. This study was motivated by the low proficiency in writing argumentative texts among eighth-grade students at SMP Negeri 1 Rantau Utara. Students struggled to formulate opinions, develop logical arguments, use facts as evidence, organize text structure systematically, and apply appropriate linguistic conventions. The study aimed to improve the process and outcomes of argumentative text writing instruction through the implementation of the Problem-Based Learning model. A Classroom Action Research design was employed, conducted over two cycles. Each cycle comprised stages of planning, action implementation, observation, and reflection. The research subjects were 32 eighth-grade students at SMP Negeri 1 Rantau Utara. Data were collected through writing tests, observation, documentation, and field notes, and were analyzed using quantitative and qualitative descriptive techniques. The results indicate that implementing the Problem-Based Learning model improved students' argumentative writing skills. The initial average score was 66.28, with a classical mastery rate of 34.38%. In Cycle I, the average score rose to 74.69, with a classical mastery rate of 65.63%. In Cycle II, the average score reached 83.16, with a classical mastery rate of 90.63%. Improvements were also observed in student engagement regarding problem identification, information gathering, discussion, opinion expression, and text revision based on feedback. Thus, the Problem-Based Learning model is effective for enhancing the argumentative writing skills of eighth-grade students at SMP Negeri 1 Rantau Utara.
Strategi Guru Dalam Meningkatkan Pemahaman Soal Matematika Siswa Kelas V: Studi Kualitatif Di SD Negeri Simawang Beti Asyriah; Aprilia Wulandari; Safrizal Safrizal; Gustina Gustina; Syaiful Marwan
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.v5i2.1786

Abstract

This study aims to analyze the strategies used by teachers to improve fifth-grade students' understanding of mathematics problems at Simawang Public Elementary School. The study employed qualitative methods with a descriptive approach. Data were collected through interviews, observations, and documentation, then analyzed using the steps outlined by Miles and Huberman: data reduction, data presentation, and conclusion drawing. The results indicate that teachers implemented several key strategies: 1) supplementary classroom guidance for students who were unable to follow the lesson; 2) utilizing Smart TVs as interactive learning media that combined visuals, audio, and simulations; and 3) interactive learning through educational games, such as tug-of-war and open the box. These strategies have been shown to improve students' understanding of mathematics problems, increasing their motivation, active participation, and emotional engagement. Furthermore, collaboration between teachers and the principal and community leaders, and the use of appropriate teaching methods, strengthened the effectiveness of learning. These findings demonstrate the importance of integrating academic strategies, interactive media, and emotional support in improving the quality of mathematics learning at the elementary level.
Pergeseran dan Pemertahanan Bahasa Tae' di Kecamatan Belopa: Analisis Sosiolinguistik Penggunaan Bahasa, Sikap Bahasa, dan Transmisi Antargenerasi Fahrul Rizal; Faisal Faisal
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.v5i2.2185

Abstract

Penelitian ini menganalisis fenomena pergeseran dan pemertahanan bahasa Tae' di Kecamatan Belopa, Kabupaten Luwu, Sulawesi Selatan. Masalah utama yang dikaji adalah penurunan frekuensi penggunaan bahasa Tae' di ranah domestik dan komunitas serta belum terintegrasinya aspek penggunaan, sikap, dan transmisi antargenerasi dalam satu kerangka holistik. Penelitian ini bertujuan menganalisis pola penggunaan bahasa, mengukur sikap bahasa, dan merumuskan model revitalisasi berbasis komunitas. Menggunakan pendekatan kualitatif etnografi sosiolinguistik, data dikumpulkan dari 25 informan kunci yang dipilih secara purposive dan snowball berdasarkan variasi usia dan latar belakang. Data dianalisis menggunakan empat tahapan etnografis Spradley (domain, taksonomi, komponensial, dan tema budaya) serta diuji keabsahannya melalui triangulasi sumber/teknik dan member checking. Hasil penelitian menunjukkan bahwa pergeseran bahasa Tae' menuju bahasa Indonesia terjadi sangat masif, di mana ranah tetangga hanya mencatat 1,03% penggunaan bahasa Tae' murni dan ranah keluarga sebesar 8,2%. Meskipun sikap afektif masyarakat tergolong positif (loyalitas dan kebanggaan tinggi), hal ini tidak berbanding lurus dengan perilaku bahasa sehari-hari akibat ketiadaan literasi formal dan kuatnya tekanan bahasa Indonesia. Penelitian ini menghasilkan model empat pilar revitalisasi bahasa Tae' (domestik, komunitas, edukatif-struktural, dan digital) serta memberikan implikasi kebijakan strategis bagi pemerintah daerah. This study analyzes the shift and maintenance of the Tae' language in Belopa District, Luwu Regency, South Sulawesi. The primary issue addressed is the critical decline of Tae' language usage in domestic and community domains, along with the lack of an integrated framework connecting language use, language attitudes, and intergenerational transmission. The study aims to examine language selection patterns, measure language attitudes, and construct a community-based revitalization model. Employing a qualitative sociolinguistic ethnographic design, data were gathered from 25 key informants selected via purposive and snowball sampling. Data analysis was conducted using Spradley’s four-stage ethnographic framework (domain, taxonomic, componential, and cultural theme analysis), with data trustworthiness verified through source/method triangulation and member checking. The findings reveal a severe language shift toward Indonesian, where pure Tae' usage in neighborhood interactions stands at only 1.03% and family interactions at 8.2%. Although speech communities exhibit positive affective attitudes (high loyalty and cultural pride), these attitudes do not translate into daily practice due to a lack of formal literacy and strong socio-economic pressures from Indonesian. This study contributes a novel four-pillar revitalization model for the Tae' language and offers policy implications for local government language planning.

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