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Jurnal Pendidikan Rafflesia
Published by Gein Rafflesia
ISSN : -     EISSN : 29620643     DOI : -
Core Subject : Education,
Education Other
Business and Management Education Educational Technology Educational Management Sport Education Gudance and Counseling Non Formal Education Indonesian Language Education English Language Education Biology Education Mathematics Education Chemistry Education Geography Education Vocational Education Economics Education Primary Education Physics Education Management Language Teaching Arabic Language Teaching Fine Art Teaching Accounting Economics Sciences History Education Civic (law, constitution) Education Engineering Education (Informatics/Mechanical/Civil/Electrical etc.) Education in general etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 67 Documents
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Principal's Leadership In Developing Teacher Competence In Special Schools (SLB) C Muzdalifah Sugiarjo Sugiarjo; Mhd. Habibu Rahman; Danny Abrianto
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.158

Abstract

This study aims to analyze the principal's leadership in developing teacher competency at Muzdalifah Special Needs School (SLB C) in Medan and to identify supporting and inhibiting factors in this process. This study used a descriptive qualitative approach. Subjects included the principal and teachers of SLB C Muzdalifah. Data collection techniques included in-depth interviews, observation, and documentation. Data were analyzed using data reduction, data presentation, and conclusion drawing techniques.The results indicate that the principal implements democratic and visionary leadership, manifested through two-way communication, ongoing academic supervision, motivation, and participatory decision-making. This leadership contributes significantly to improving the pedagogical, professional, social, and personal competencies of teachers in serving students with special needs. Supporting factors for principal leadership include high leadership commitment, a collaborative work culture, teacher participation, and external training and partnerships. Inhibiting factors include budget constraints, uneven educational qualifications for SLB teachers, and the complex characteristics of students with special needs. This study confirms that participatory principal leadership and a focus on professional development play a crucial role in improving teacher quality and educational services in special needs schools.
The Influence Of Cultural Values On The Implementation Of Education: A Comparison With Education Systems In Other Countries Depi Fibriyanti; Ade Putra Tri Prima; Asbani Asbani; Kashardi Kashardi; Adi Asmara
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.159

Abstract

Cultural values ​​play a crucial role in shaping a country's education system, encompassing curriculum, learning methods, discipline, and educational objectives. This study aims to analyze the influence of cultural values ​​on the delivery of education through a comparison of the education systems of Finland, Japan, South Korea, and Singapore. The method used in this study is a literature review with a descriptive-comparative approach. Data were obtained from various scientific sources such as journals, books, and international education reports. The results show that each country has educational characteristics influenced by the cultural values ​​of its society. Finland emphasizes equality, freedom, and student well-being, creating a flexible education system with minimal academic pressure. Japan prioritizes discipline, responsibility, cooperation, and respect for others, reflected in school culture and character education. South Korea is influenced by a competitive culture and a strong work ethic, resulting in an education system oriented toward academic achievement. Meanwhile, Singapore integrates the values ​​of pragmatism, multiculturalism, and technological mastery into its education system to support the development of superior and adaptive human resources. This comparison demonstrates that the success of an education system is inseparable from the cultural values ​​that develop within society. Therefore, the development of education in Indonesia needs to consider relevant local cultural values ​​in order to be able to create an education system that is high quality, has character, and is in accordance with the needs of the times.
Analysis Of Generative AI Applications Usage By Elementary School Teacher Education Students In Supporting The Learning Process Thatet Dirgantara; Ria Triayomi; Petrus Murwanto; Agnes Fibriana Kurniawati
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.161

Abstract

The penetration of generative AI (GenAI) applications in Indonesian higher education has increased significantly; however, the understanding of the multi-application usage ecosystem among pre-service elementary school teachers remains limited. This study aims to describe the usage patterns of 13 GenAI applications by Elementary School Teacher Education (PGSD) students at Universitas Katolik Musi Charitas and to understand the functions, motives, and perceived limitations in designing lesson plans. A Convergent Parallel Mixed Methods design was applied using two parallel strands: the QUAN strand utilized an online questionnaire administered to 101 students (analyzed using descriptive frequencies and percentages), and the QUAL strand employed purposive in-depth interviews with 9–13 informants, which were analyzed using thematic analysis. Integration was conducted through a joint display at the interpretation stage. ChatGPT dominated the usage (85.1%; n=86), followed by Grammarly (21.8%; n=22) and Google Bard/Gemini (10.9%; n=11). The primary purpose of usage was seeking references or additional learning resources (83.2%). Four main themes were identified: (T1) the function of GenAI in lesson plan design, (T2) motives for selecting specific applications, (T3) perceived limitations, and (T4) usage patterns of multi-application combinations with ChatGPT as the primary application. The joint display results showed a convergence between the QUAN data and QUAL findings regarding the dominance of ChatGPT, and revealed that the purpose of use reported in the questionnaire ("seeking references") refers to specific pedagogical functions in designing teaching modules.
The Impact of Library Services and School Facilities on Students’ Learning Process Heri Wardana
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.166

Abstract

Students’ learning activities at school and their ability to keep up with the latest technological developments are greatly supported by the presence of a library. This facility serves as a vital resource that provides access to information to foster a culture of literacy. Through strong literacy skills, students can more easily understand academic subjects, develop their potential, and hone their creativity. The purpose of this study is to analyze the influence of the school library on the learning process of students at SMAN 16 Bekasi. This study employs an associative quantitative method involving a series of instrument tests and classical assumptions. The study population consists of 140 students at SMAN 16 Bekasi. A sample of 58 students was selected using random sampling. Data was collected by distributing an online questionnaire via Google Forms. The data analysis techniques used were classical assumptions, multiple linear regression, and hypothesis testing using SPSS 22 software. The findings of this study indicate that school libraries have a positive and significant impact on the learning process of students. The use of library services helps students identify their information needs, search for and locate relevant sources, and utilize them according to their needs. In addition, libraries help facilitate a shift in teaching methods from traditional approaches toward more modern ones, thereby enhancing the effectiveness and efficiency of the students’ learning process.
Penerapan Prinsip Mindful, Meaningful, Dan Joyful Learning Dalam Pembelajaran Deep Learning Di Mi Islamiyah Plosobuden Rifdah Atikah; Siti Latifatus Sun’iyah; Zuli Dwi Rahmawati
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.182

Abstract

This study is motivated by the importance of the teacher's role in creating meaningful and deep learning experiences for students amid the demands of 21st-century education. The concept of deep learning, Deep learning-based instruction is considered to be am recognized as an effective approach to enhancing the quality of education because it promotes students' comprehensive understanding, active engagement in the learning process, and the development of spiritual and social values. This study aims to describe (1) the implementation of deep learning-based instruction, (2) the application of the mindful, meaningful, and joyful learning principles, and (3) the strengths and weaknesses of their implementation at MI Islamiyah Plosobuden. The study used a descriptive qualitative approach with a classroom action research (CAR) design. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing/verification. Data validity was examined through source, technique, and time triangulation. The results show that: (1) teachers planned learning through teaching modules containing trigger questions, learning objectives, and time allocation; (2) the implementation of learning integrated the three pillars of deep learning, namely connecting (mindful), experiencing (joyful and meaningful), and constructing meaning (meaningful and mindful); and (3) the evaluation indicated positive feedback and contributed to the effectiveness of learning at MI Islamiyah Plosobuden, although challenges remained in the form of differing student abilities and limited time and facilities.
Penerapan Model Pembelajaran Teams Games Tournament (Tgt) Berbantuan Flash Card Dalam Meningkatkan Kemampuan Membaca Siswa Kelas Iv Sekolah Dasar Ni Kadek Rini Yanti; Ni Wayan Sri Darmayanti; I Nengah Sueca
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.170

Abstract

Reading ability is one of the essential competencies that elementary school students must master because it supports learning success across various subjects. However, preliminary observations conducted in the fourth grade of SD Negeri 1 Susut indicated that students' reading ability was still relatively low. Many students experienced difficulties in comprehending reading texts, identifying important information, determining the main idea, and retelling the content of a text in their own words. This study aimed to describe the implementation of the Teams Games Tournament (TGT) learning model assisted by flash card media and to determine the improvement in students' reading ability after the implementation of the model. This research employed Classroom Action Research (CAR) consisting of two cycles, namely planning, action, observation, and reflection. The subjects of the study were 23 fourth-grade students of SD Negeri 1 Susut. Data were collected through reading tests and documentation and analyzed using descriptive quantitative analysis by calculating the mean score and the percentage of learning mastery. The results showed a significant improvement in students' reading ability. The average score increased from 68.04 in the initial condition to 82.39 in Cycle I and further improved to 88.70 in Cycle II. Classical learning mastery also increased from 30.43% in the initial condition to 69.57% in Cycle I and reached 86.96% in Cycle II. In addition to improving reading achievement, the implementation of the TGT learning model assisted by flash cards also enhanced students' participation, cooperation, learning motivation, and self-confidence during the learning process. Therefore, the Teams Games Tournament (TGT) learning model assisted by flash cards is effective in improving the reading ability of fourth-grade elementary school students.
The Relevance of the Merdeka Curriculum in Strengthening Students' Character at SDN Pangeran 1 Banjarmasin Muhammad Tata Andriawan; Mulpina Mulpina; Noor Widad Aulia Rizky; Zahratul Aulia; Hana Aisyah Khumairo; Aslamiah Aslamiah; Diani Ayu Pratiwi
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.181

Abstract

This study aims to describe the implementation of the Merdeka Curriculum in strengthening 21st-century skills and the Pancasila Student Profile at SDN Pangeran 1. The study employed a qualitative approach using a case study method. The research participants consisted of the principal, teachers, and students. Data were collected through observations, interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Merdeka Curriculum has supported the development of 21st-century skills, including critical thinking, creativity, communication, and collaboration. In addition, the implementation of the Pancasila Student Profile Strengthening Project (P5) has contributed to the development of students' character in accordance with the dimensions of the Pancasila Student Profile. However, several challenges remain, including limited facilities and infrastructure as well as differences in students' characteristics. Therefore, collaboration among schools, teachers, and other relevant stakeholders is essential to optimize the implementation of the Merdeka Curriculum in supporting 21st-century learning.

Page 7 of 7 | Total Record : 67

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