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TUTORS’ CHALLENGES IN TRANSITIONING TEACHING PREPARATION FROM YOUNG LEARNERS TO CORPORATE BUSINESS ENGLISH CLASSES Elya Fitriana; Taranindya Zulhi Amalia
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.10318

Teaching English in various learning contexts requires tutors to adapt their teaching approaches, especially when transitioning from teaching young learners to corporate business English classes, which involve different learner characteristics, classroom dynamics, and communication objectives. Many tutors at Rumah Kita English Course face difficulties because strategies that are typically effective in children’s settings are often unsuitable for adult learners with professional backgrounds. This issue may affect classroom interaction and hinder the achievement of practical learning objectives in corporate English training. Therefore, this study aims to analyze the challenges faced by tutors when transitioning from teaching children to adult learners in corporate business English classes and to explore the strategies they use to adapt their teaching approaches. This study employed a qualitative method through interviews and observations of two English teachers at Rumah Kita English Course. The findings reveal that tutors faced difficulties shifting from pedagogical approaches used for young learners to more collaborative and practical andragogical approaches required in business English classes. Adult learners tended to be more critical, goal-oriented, and focused on workplace relevance, while young learners required more interactive and activity-based instruction. Tutors also experienced challenges in adjusting to the classroom atmosphere, learning materials, and communication styles. To address these challenges, the tutors conducted in-depth needs analysis, developed materials tailored to the context of workplace communication, and enhanced their mental preparedness and facilitation skills. The study concluded that a successful transition to teaching business English in a corporate setting requires an adaptive teaching mindset, professional communication skills, and a contextual understanding of the adult learner's needs. ABSTRAK Pengajaran bahasa Inggris dalam berbagai konteks pembelajaran menuntut tutor untuk menyesuaikan pendekatan pengajaran mereka, terutama ketika beralih dari mengajar anak-anak ke kelas bahasa Inggris bisnis korporat, yang melibatkan karakteristik peserta didik, dinamika kelas, dan tujuan komunikasi yang berbeda. Banyak tutor di Rumah Kita English Course menghadapi kesulitan karena strategi yang umumnya efektif digunakan dalam pembelajaran anak-anak sering kali kurang sesuai bagi pembelajar dewasa dengan latar belakang profesional. Permasalahan ini dapat memengaruhi interaksi kelas dan menghambat tercapainya tujuan pembelajaran praktis dalam pelatihan bahasa Inggris korporat. Oleh karena itu, penelitian ini bertujuan untuk menganalisis tantangan yang dihadapi tutor ketika beralih dari mengajar anak-anak ke pembelajar dewasa dalam kelas bahasa Inggris bisnis korporat serta mengeksplorasi strategi yang mereka gunakan untuk menyesuaikan pendekatan pengajaran mereka. Penelitian ini menggunakan metode kualitatif melalui wawancara dan observasi terhadap dua guru bahasa Inggris di Rumah Kita English Course. Hasil penelitian menunjukkan bahwa tutor mengalami kesulitan dalam mengubah pendekatan pedagogis yang digunakan untuk pembelajar muda menjadi pendekatan andragogis yang lebih kolaboratif dan praktis yang dibutuhkan dalam kelas bahasa Inggris bisnis. Pembelajar dewasa cenderung lebih kritis, berorientasi pada tujuan, dan berfokus pada relevansi di dunia kerja, sementara pembelajar muda memerlukan pengajaran yang lebih interaktif dan berbasis aktivitas. Tutor juga mengalami tantangan dalam menyesuaikan suasana kelas, materi pembelajaran, dan gaya komunikasi. Untuk mengatasi tantangan tersebut, para tutor melakukan analisis kebutuhan secara mendalam, mengembangkan materi yang disesuaikan dengan konteks komunikasi di tempat kerja, serta meningkatkan kesiapan mental dan keterampilan fasilitasi mereka. Penelitian ini menyimpulkan bahwa transisi yang berhasil dalam mengajar bahasa Inggris bisnis di lingkungan korporat memerlukan pola pikir pengajaran yang adaptif, keterampilan komunikasi profesional, dan pemahaman kontekstual terhadap kebutuhan pembelajar dewasa.

PENGEMBANGAN MEDIA PEMBELAJARAN MONOPOLI UNTUK MENINGKATKAN MOTIVASI BELAJAR PADA MATA PELAJARAN IPA SISWA KELAS V SD Mutiara Indah Ngadi Putri; Yulanti S. Mooduto; Abd Kadim Masaong; Abd. Hamid Isa
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.10516

ABSTRACT The background of this study is based on the low motivation of students in science learning, especially on the topic of light and its properties. This study aims to develop monopoly learning media to improve the learning motivation of fifth-grade students at SDN 16 Limboto Barat. This is because the learning tends to be conventional and does not use interesting learning media. This study used the method Research And Development (R&D) with a 4D model covering the stages define, design, develop, and disseminate, with research subjects on fifth grade students of SDN 16 Limboto Barat totaling 26 students. Data collection techniques were carried out through observation, interviews, learning motivation questionnaires, student response questionnaires, and validation by material, media, language, and learning design experts. Data analysis was carried out using descriptive qualitative and descriptive quantitative methods. The results of the study indicate that monopoly media can increase student learning motivation gradually. This can be seen from the increase in student activity in class, student interest in learning and an increase in the desire to express opinions and obtain high learning outcomes. Thus, the development and application of monopoly media can increase learning motivation in fifth grade students of SDN 16 Limboto Barat and can be used as a suitable medium for use in the learning process. ABSTRAK Latar belakang penelitian ini didasarkan pada Pembelajaran IPA khususnya pada materi Cahaya dan sifatnya di kelas V SDN 16 Limboto Barat masih menunjukkan rendahnya motivasi belajar siswa. Penelitian ini bertujuan untuk mengembangkan media pembelajaran monopoli untuk meningkatkan motivasi belajar siswa kelas V SDN 16 Limboto Barat. Hal ini karena pembelajaran yang masih cenderung konvensional dan dan belum menggunakan media pembelajaran yang menarik. Pada penelitian ini digunakan metode Research and Development (R&D) dengan model 4D yang meliputi tahap define, design, develop, dan disseminate, dengan subjek penelitian pada siswa kelas V SDN 16 Limboto Barat yang berjumlah 26 siswa. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket motivasi belajar, angket respon siswa, serta validasi oleh ahli materi, media, Bahasa, dan desain pembelajaran. pada analisis data dilakukan dengan kualitatif deskriptif dan kuantitatif deskriptif. Hasil penelitian menunjukkan bahwa media monopoli dapat meningkatkan motivasi belajar siswa secara bertahap. Hal ini terlihat dari peningkatan keaktifan siswa di kelas, minat siswa dalam pembelajaran dan peningkatan pada keinginan menyampaikan pendapat serta memperoleh hasil belajar yang tinggi. Dengan demikian, pengembangan dan penerapan media monopoli dapat meningkatkan motivasi belajar pada siswa kelas V SDN 16 Limboto Barat dan dapat dijadikan sebagai media yang layak digunakan pada proses pembelajaran.

ANALISIS STUDI DESKRIPTIF KESULITAN BELAJAR SISWA PADA MATERI PERKALIAN DAN PEMBAGIAN KELAS IV Sabrina Putri Rahmani; Baiq Sulistia Dewi; Najwa Arni Mutari; Mar’atun Sholeha; Nia Septiani; Djuita Hidayati
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.10572

ABSTRACT This study was motivated by the importance of mastering basic multiplication facts as a foundation for mathematics learning in elementary school. The study aimed to describe the learning difficulties experienced by fourth-grade students of MI NW Badrussalam in multiplication and division of hundreds numbers. This research employed a descriptive qualitative approach. Data were collected through semi-structured interviews with the teacher and fourth-grade students, as well as documentation of students’ multiplication memorization records. Data analysis was conducted through data condensation, data display, and conclusion drawing. The results showed that the students’ main difficulty stemmed from weak mastery of basic multiplication facts. Many students had not memorized basic multiplication properly, causing difficulties in solving long multiplication and division problems involving hundreds numbers. These findings were supported by documentation data indicating that most students had not mastered the multiplication sequences from 1 to 15. Therefore, weak mastery of basic multiplication facts became the main factor affecting students’ ability to solve more complex arithmetic operations. This study is expected to serve as a reflection for teachers in designing more effective learning strategies to strengthen students’ mastery of basic multiplication facts. ABSTRACT This study was motivated by the importance of mastering basic multiplication facts as a foundation for mathematics learning in elementary school. The study aimed to describe the learning difficulties experienced by fourth-grade students of MI NW Badrussalam in multiplication and division of hundreds numbers. This research employed a descriptive qualitative approach. Data were collected through semi-structured interviews with the teacher and fourth-grade students, as well as documentation of students’ multiplication memorization records. Data analysis was conducted through data condensation, data display, and conclusion drawing. The results showed that the students’ main difficulty stemmed from weak mastery of basic multiplication facts. Many students had not memorized basic multiplication properly, causing difficulties in solving long multiplication and division problems involving hundreds numbers. These findings were supported by documentation data indicating that most students had not mastered the multiplication sequences from 1 to 15. Therefore, weak mastery of basic multiplication facts became the main factor affecting students’ ability to solve more complex arithmetic operations. This study is expected to serve as a reflection for teachers in designing more effective learning strategies to strengthen students’ mastery of basic multiplication facts.

PERAN KOMUNITAS SANGGAR GURIANG TUJUH INDONESIA SEBAGAI RUANG TUMBUH ALTERNATIF BERMAIN ANAK Nur Fajri Diantara; Dwi Junianti Lestari; Alis triena permanasari; A Dede Majid
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.10660

ABSTRACT Childhood is an important phase in the development of children’s cognitive, social, emotional, motor, and creative abilities. However, limited play spaces, increasing gadget use, and changes in social interaction patterns have reduced children’s opportunities to engage in active and interactive play. This study aims to analyze the role of the Guriang Tujuh Indonesia Art Community as an alternative growth space based on arts and culture for children’s development. The study employed a descriptive qualitative approach, with data collected through participatory observation, semi-structured interviews, and documentation. The research subjects included community managers, participating children, and parents. Data analysis was conducted through the stages of data reduction, data presentation, and thematic conclusion drawing to obtain an in-depth understanding of the research phenomenon. The findings indicate that the Guriang Tujuh Indonesia Art Community functions as a non-formal educational medium that supports children’s holistic development through dance, music, theater, and traditional games. Learning based on learning by doing through exploration, imitation, and improvisation methods was found to improve creativity, motor skills, social interaction, self-confidence, and children’s cultural understanding. Therefore, the community serves as a creative, educational, social, and cultural space that adaptively supports children’s development amid the limitations of play spaces in modern environments. ABSTRAK Masa kanak-kanak merupakan fase penting dalam perkembangan kognitif, sosial, emosional, motorik, dan kreativitas anak. Namun, keterbatasan ruang bermain, meningkatnya penggunaan gawai, serta perubahan pola interaksi sosial menyebabkan kesempatan anak untuk bermain secara aktif dan interaktif semakin berkurang. Penelitian ini bertujuan menganalisis peran Komunitas Sanggar Guriang Tujuh Indonesia sebagai ruang tumbuh alternatif berbasis seni dan budaya bagi perkembangan anak. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi. Subjek penelitian meliputi pengelola sanggar, anak-anak peserta kegiatan, dan orang tua. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan secara tematik untuk memperoleh pemaknaan yang mendalam terhadap fenomena penelitian. Hasil penelitian menunjukkan bahwa Sanggar Guriang Tujuh Indonesia berperan sebagai media pendidikan nonformal yang mendukung perkembangan anak secara holistik melalui kegiatan seni tari, musik, teater, dan permainan tradisional. Pembelajaran berbasis learning by doing melalui metode eksplorasi, imitasi, dan improvisasi mampu meningkatkan kreativitas, kemampuan motorik, interaksi sosial, rasa percaya diri, serta pemahaman budaya anak. Dengan demikian, sanggar berfungsi sebagai ruang kreatif, edukatif, sosial, dan kultural yang adaptif dalam mendukung tumbuh kembang anak di tengah keterbatasan ruang bermain pada lingkungan modern.

ANALISIS NILAI PENDIDIKAN AGAMA ISLAM DALAM BUKU SENI MERAYU TUHAN DAN RELEVANSINYA TERHADAP PENGUATAN SPIRITUALITAS MAHASISWA Hawa Purnama Wati; Mar’atul Firdaus; Fathia ‘Ilma Nafi’a; Aulia Laily Zahrotun; Meida Dwi Saputri; Khonsa Latifa Nurrahmah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.10665

ABSTRACT Rapid social change in the digital era poses significant challenges to strengthening students’ spirituality, particularly within Islamic Religious Education (PAI), which is expected to adapt to the needs of younger generations who are increasingly engaged with visual, narrative, and reflective forms of learning. This study aims to describe and analyze the Islamic Religious Education values contained in Seni Merayu Tuhan by Husein Ja’far Al-Hadar and examine their relevance to strengthening students’ spirituality. This research employs a qualitative approach using a library research design through content analysis of the book and 15 relevant scholarly articles. The findings indicate that the book contains three main dimensions of PAI values: creed (aqidah), worship (ibadah), and moral character (akhlaq), which are presented in a narrative, humanistic, and contextual manner. These values contribute to strengthening students’ awareness of God, emotional stability, and the formation of moderate and empathetic character. In addition, the book is relevant as a contemporary PAI learning resource. The study concludes that a reflective da’wah approach can enhance students’ spirituality in the digital era. ABSTRAK Transformasi sosial yang dipicu oleh ekosistem digital menghadirkan situasi baru bagi pengembangan spiritualitas mahasiswa dalam Pendidikan Agama Islam (PAI), terutama ketika budaya visual dan reflektif semakin dominan dalam keseharian generasi muda. Dalam konteks tersebut, kajian ini menelusuri muatan nilai keislaman dalam buku Seni Merayu Tuhan karya Husein Ja’far Al-Hadar sekaligus melihat kemungkinan relevansinya terhadap pembentukan spiritual mahasiswa. Penelitian dilakukan melalui pendekatan kualitatif berbasis studi kepustakaan dengan teknik analisis isi terhadap satu sumber utama dan 15 artikel ilmiah pendukung. Temuan kajian menunjukkan bahwa teks yang dianalisis mengandung tiga poros nilai PAI, yakni akidah, ibadah, dan akhlak yang disajikan dalam gaya naratif, humanis, serta kontekstual. Representasi nilai tersebut tidak hanya berhenti pada ranah konseptual, tetapi juga berkontribusi pada penguatan kesadaran ketuhanan, kestabilan emosi, serta pembentukan karakter mahasiswa yang lebih moderat dan empatik. Selain itu, buku ini diposisikan sebagai salah satu alternatif media pembelajaran PAI yang sesuai dengan kebutuhan pembelajaran kontemporer. Dari keseluruhan analisis, dapat dipahami bahwa pendekatan dakwah yang bersifat reflektif membuka ruang baru bagi penguatan spiritualitas mahasiswa di tengah arus digitalisasi.

PERAN GURU PAI DALAM PENGUATAN NILAI SPIRITUAL DAN MORAL DI ERA SOCIETY 5.0 Anita Mulia Arifiani; Khoiru Nisa; Muammar Muammar; Anggita Novitasari; Nur Azizah; Desti Widiani
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.10668

ABSTRACT The digital transformation accompanying the development of Society 5.0 has created new challenges for education, particularly in maintaining a balance between technological advancement and students’ character development. In the context of Islamic Religious Education (IRE), teachers are no longer limited to the role of transmitting religious knowledge but also play a crucial role in shaping the spiritual and moral development of a generation growing up in an increasingly digitalized environment. This study examines how IRE teachers fulfill these responsibilities through a review of relevant scholarly literature. The research employed a library research approach, utilizing scientific articles, books, and other academic sources as the primary data. Data were collected through documentation techniques and analyzed using content analysis involving the processes of selection, categorization, and synthesis of findings. The results indicate that IRE teachers perform interconnected roles as spiritual mentors, learning facilitators, innovators in technology integration, character role models, and promoters of digital literacy grounded in Islamic values. The strengthening of students’ spiritual and moral dimensions is achieved through the integration of digital technology with Islamic teachings, the habituation of religious practices, the implementation of contextual learning, and the development of twenty-first-century competencies. These findings demonstrate that IRE teachers occupy a strategic position in fostering students who can adapt to technological advancements without losing their value orientation, enabling them to grow as religious, ethical, and resilient individuals capable of navigating the dynamics of modern society. ABSTRAK Transformasi digital yang mengiringi perkembangan Society 5.0 menghadirkan tantangan baru bagi dunia pendidikan, khususnya dalam menjaga keseimbangan antara kemajuan teknologi dan pembentukan karakter peserta didik. Dalam konteks Pendidikan Agama Islam (PAI), keberadaan guru tidak lagi terbatas pada fungsi transfer pengetahuan keagamaan, melainkan turut menentukan arah perkembangan spiritual dan moral generasi yang hidup di tengah arus digitalisasi. Kajian ini menelaah bagaimana Guru PAI menjalankan peran tersebut melalui penelusuran berbagai sumber ilmiah yang relevan. Penelitian dilaksanakan dengan pendekatan studi kepustakaan yang memanfaatkan artikel ilmiah, buku, dan berbagai literatur akademik sebagai sumber data utama. Informasi yang diperoleh dihimpun melalui dokumentasi, kemudian diolah menggunakan analisis isi melalui proses pemilahan, pengelompokan, dan sintesis temuan. Hasil kajian memperlihatkan bahwa Guru PAI menjalankan fungsi yang saling terhubung, mencakup pembimbing spiritual, fasilitator proses belajar, inovator dalam pemanfaatan teknologi, teladan dalam pembentukan karakter, serta penggerak literasi digital yang berlandaskan nilai-nilai Islam. Penguatan aspek spiritual dan moral peserta didik dilakukan melalui pemaduan teknologi digital dengan ajaran keislaman, pembiasaan aktivitas religius, penerapan pembelajaran yang dekat dengan realitas kehidupan, serta pengembangan kompetensi abad ke-21. Temuan ini menunjukkan bahwa Guru PAI memegang posisi penting dalam membentuk peserta didik yang mampu beradaptasi dengan perkembangan teknologi tanpa kehilangan orientasi nilai, sehingga tumbuh sebagai individu yang religius, berkarakter, dan siap menghadapi dinamika masyarakat modern.

ANALISIS PELAKSANAAN SUPERVISI PENDIDIKAN DALAM MENINGKATKAN MUTU SEKOLAH DI SDIT DARUNNAJAH KABUPATEN KERINCI Hanif Faddillah; Dedi Noperman; Wisnarni Wisnarni
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11028

This study aims to analyze the accuracy of educational supervision in improving school quality at SDIT Darunnajah in Kerinci Regency. The study used a qualitative approach with a case study type. The research subjects consisted of the principal and teachers directly involved in the implementation of educational supervision. Qualitative data collection techniques were carried out through interviews, observation, and documentation, while data analysis used data reduction, data presentation, and drawing conclusions with triangulation to maintain data validity. The results of the study indicate that educational supervision at SDIT Darunnajah is carried out systematically through three main stages: planning, implementation, and follow-up supervision. Supervision planning is carried out in a structured manner by compiling an annual program based on teacher needs. Supervision is carried out periodically through classroom observation and direct coaching. Supervision follow-up is carried out through training, group discussions, and individual coaching to improve teacher competency. The impact of educational supervision is seen in the improvement of learning quality, teacher competency, and school achievement. Teachers become more focused in developing learning tools and using more varied methods. In addition, the improvement in school quality is also demonstrated by the selection of SDIT Darunnajah as a Driving School and Model School. Appropriate and ongoing educational supervision contributes significantly to improving overall school quality. ABSTRAK Penelitian ini bertujuan untuk menganalisis ketepatan supervisi pendidikan dalam meningkatkan mutu sekolah di SDIT Darunnajah Kabupaten Kerinci. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian terdiri dari kepala sekolah dan guru yang terlibat langsung dalam pelaksanaan supervisi pendidikan. Teknik pengumpulan data kualitatif dilakukan melalui wawancara, observasi, dan dokumentasi, sedangkan analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa supervisi pendidikan di SDIT Darunnajah dilakukan secara sistematis melalui tiga tahapan utama, yaitu perencanaan, pelaksanaan, dan tindak lanjut supervisi. Perencanaan supervisi dilakukan secara terstruktur dengan menyusun program tahunan berdasarkan kebutuhan guru. Pelaksanaan supervisi dilakukan secara berkala melalui observasi kelas dan pembinaan langsung. Tindak lanjut supervisi dilakukan melalui pelatihan, diskusi kelompok, dan pembinaan individu guna meningkatkan kompetensi guru. Dampak supervisi pendidikan terlihat dari meningkatnya kualitas pembelajaran, kompetensi guru, serta prestasi sekolah. Guru menjadi lebih terarah dalam menyusun perangkat pembelajaran dan menggunakan metode yang lebih variatif. Selain itu, peningkatan mutu sekolah juga ditunjukkan dengan terpilihnya SDIT Darunnajah sebagai Sekolah Penggerak dan Sekolah Model. Supervisi pendidikan yang tepat dan berkelanjutan berkontribusi signifikan terhadap peningkatan mutu sekolah secara keseluruhan.

ANALISIS PENGARUH MODEL PROJECT BASED LEARNING (PjBL) TERHADAP HASIL BELAJAR SISWA SEKOLAH DASAR Umi Kalsum; Riva Riva
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11036

This investigation was conducted to examine the impact of implementing the Project-Based Learning (PjBL) framework on the educational outcomes of elementary school pupils. Adopting a Systematic Literature Review (SLR) approach, this study scrutinized various scholarly publications centered on the execution of PjBL within primary education settings. The core data were aggregated from 25 national journal articles published spanning the 2020–2025 period. Reference selection adhered to strict inclusion benchmarks: empirical research utilizing PjBL, featuring primary students as the main subjects, and evaluating student performance metrics. Data synthesis was performed through identification, reduction, critical evaluation, and integration of findings from the selected literature. The final insights demonstrate that this project-centric instructional strategy exerts a substantial and favorable influence on enhancing student achievement. The deployment of PjBL successfully fosters cognitive growth, academic drive, ingenuity, analytical thinking, interpersonal communication, teamwork, and troubleshooting capabilities. Furthermore, PjBL surpasses traditional instructional methods in efficiency by promoting an active, situational, and student-centered learning environment. Regarding academic performance, the most pronounced advancement was observed within the cognitive sphere, followed by progressive gains in the affective and psychomotor dimensions. Consequently, the PjBL paradigm serves as a highly viable progressive pedagogical alternative to reinforce the objectives of the Merdeka Curriculum and 21st-century competencies in primary schools. ABSTRAK Investigasi ini dilakukan guna menguji dampak dari implementasi model Project Based Learning (PjBL) terhadap capaian belajar murid di jenjang sekolah dasar. Menggunakan pendekatan Systematic Literature Review (SLR), studi ini menelaah beragam literatur ilmiah yang berkaitan erat dengan eksekusi metode PjBL pada level pendidikan dasar. Sumber data dihimpun dari 25 artikel jurnal berskala nasional yang terbit dalam kurun waktu lima tahun terakhir (2020–2025). Proses seleksi materi acuan menerapkan standar inklusi yang ketat, meliputi studi empiris berbasis PjBL, melibatkan siswa SD sebagai partisipan utama, serta mengukur indikator performa belajar. Aktivitas bedah data diaplikasikan lewat tahapan identifikasi, reduksi, penilaian kritis, hingga penyimpulan akhir terhadap seluruh referensi terpilih. Konklusi dari telaah ini membuktikan bahwa skema pembelajaran berbasis proyek tersebut membawa andil positif sekaligus bermakna bagi eskalasi hasil belajar anak didik. Intervensi PjBL terbukti menstimulasi kecakapan kognitif, gairah belajar, daya cipta, ketajaman berpikir kritis, kecakapan berinteraksi, sinergi kelompok, hingga ketangkasan dalam mengurai masalah. Di samping itu, efektivitas PjBL melampaui performa pola instruksi konvensional karena sifatnya yang dinamis, kontekstual, serta menempatkan siswa sebagai poros utama pembelajaran. Ditinjau dari parameter hasil belajar, lompatan paling signifikan dijumpai pada dimensi kognisi, yang kemudian disusul oleh penguatan bidang afektif serta psikomotorik. Berdasarkan temuan tersebut, model PjBL sangat direkomendasikan sebagai opsi strategi pedagogi progresif guna menyokong target Kurikulum Merdeka serta penguatan kompetensi abad ke-21 di ekosistem sekolah dasar.

ANALISIS MODEL PICTURE AND PICTURE UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA SD PADA MATA PELAJARAN IPAS Siti Mufarriha J. Konan; A. Ardiansyah; Arda Arda; Ardiansyah Ardiansyah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11048

This study aims to analyze the application of the Picture and picture learning model in enhancing student engagement in the IPAS subject in the fourth grade at SDN 04 Paleleh Barat. This study was motivated by the low level of student engagement in the IPAS learning process, where instruction still tends to be teacher-centered, resulting in students being less actively involved and easily becoming bored. The focus of this study includes the implementation of the Picture and picture learning model and the enhancement of student learning engagement through this model. The study employs a qualitative approach with a descriptive qualitative research design. Data collection techniques include observation, interviews, and documentation. Data were analyzed through the stages of data reduction, data presentation, and drawing conclusions, while data validity was tested through triangulation of sources, methods, and time. The results of the study indicate that the implementation of the Picture and picture model was carried out systematically through activities such as presenting learning objectives, presenting images, logically sequencing images, discussion, and drawing conclusions. The application of this model was able to increase students’ learning activity, as evidenced by increased attention, the courage to ask and answer questions, participation in discussions, and the ability to express opinions. Thus, the Picture and picture learning model proved effective in creating a more. ABSTRAK Penelitian ini bertujuan untuk menganalisis penerapan model pembelajaran Picture and Picture dalam meningkatkan keaktifan belajar peserta didik pada mata pelajaran IPAS di kelas IV SDN 04 Paleleh Barat. Penelitian ini dilatarbelakangi oleh rendahnya keaktifan peserta didik dalam proses pembelajaran IPAS, di mana pembelajaran masih cenderung berpusat pada guru sehingga peserta didik kurang terlibat secara aktif dan mudah merasa bosan. Fokus penelitian ini meliputi penerapan model pembelajaran Picture and Picture serta peningkatan keaktifan belajar peserta didik melalui model tersebut. Penelitian menggunakan pendekatan kualitatif dengan desain penelitian deskriptif kualitatif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber, metode, dan waktu. Hasil penelitian menunjukkan bahwa penerapan model Picture and picture dilakukan secara sistematis melalui kegiatan penyampaian tujuan pembelajaran, penyajian gambar, pengurutan gambar secara logis, diskusi, serta penarikan kesimpulan. Penerapan model ini mampu meningkatkan keaktifan belajar peserta didik yang terlihat dari meningkatnya perhatian, keberanian bertanya dan menjawab, partisipasi dalam diskusi, serta kemampuan menyampaikan pendapat. Dengan demikian, model pembelajaran Picture and picture terbukti efektif dalam menciptakan pembelajaran IPAS yang lebih aktif, menarik, dan bermakna bagi peserta didik di SDN 04 Paleleh Barat.

PENDEKATAN KEPEMIMPINAN TERHADAP PROSES PENGAMBILAN KEPUTUSAN: TINJAUAN TEORITIS DAN MODEL KONSEPTUAL Sam Sukur Rahman; Muhammad Muhammad; Edi Muhamad Jayadi
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11058

ABSTRACT Leadership in educational organizations plays an important role in determining the quality of decision-making that affects policy effectiveness and the achievement of institutional goals. Differences in leadership approach characteristics lead to variations in the decision-making processes and outcomes produced by leaders. This article aims to comprehensively examine various leadership approaches and their implications for decision-making processes within the context of educational organizations. This study employed a literature review method by analyzing relevant scientific sources discussing behavioral, power, situational, transactional, and transformational leadership approaches. The research stages included literature collection, selection of relevant sources, content analysis, and synthesis of findings to obtain a comprehensive understanding of the relationship between leadership approaches and decision-making effectiveness. The results indicate that each leadership approach contributes differently to decision quality in terms of rationality, participation, implementation effectiveness, and the moral values underlying the decisions. Behavioral and situational approaches emphasize flexibility and interpersonal relationships in producing adaptive decisions, while the power approach highlights the role of legitimacy and influence in accelerating decision acceptance. Transactional leadership focuses on efficiency and procedural compliance, whereas transformational leadership encourages visionary, innovative, and ethically grounded decisions. This study concludes that the effectiveness of decision-making in educational leadership is strongly influenced by leaders’ ability to integrate various leadership approaches contextually according to organizational needs. ABSTRAK Kepemimpinan dalam organisasi pendidikan memiliki peran penting dalam menentukan kualitas pengambilan keputusan yang berdampak pada efektivitas kebijakan dan pencapaian tujuan lembaga. Perbedaan karakteristik pendekatan kepemimpinan menyebabkan variasi dalam proses dan hasil keputusan yang diambil oleh pemimpin. Artikel ini bertujuan untuk mengkaji secara komprehensif berbagai pendekatan kepemimpinan dan implikasinya terhadap proses pengambilan keputusan dalam konteks organisasi pendidikan. Penelitian ini menggunakan metode kajian literatur dengan menelaah berbagai sumber ilmiah yang relevan mengenai pendekatan kepemimpinan perilaku, kekuasaan, situasional, transaksional, dan transformasional. Tahapan penelitian dilakukan melalui pengumpulan literatur, seleksi sumber yang relevan, analisis isi, serta sintesis hasil kajian untuk memperoleh pemahaman yang mendalam mengenai hubungan antara pendekatan kepemimpinan dan efektivitas pengambilan keputusan. Hasil kajian menunjukkan bahwa setiap pendekatan kepemimpinan memberikan pengaruh yang berbeda terhadap kualitas keputusan, baik dalam aspek rasionalitas, partisipasi, efektivitas implementasi, maupun nilai moral yang melandasi keputusan tersebut. Pendekatan perilaku dan situasional menekankan pentingnya fleksibilitas dan hubungan interpersonal dalam menghasilkan keputusan yang adaptif, sedangkan pendekatan kekuasaan berperan dalam mempercepat penerimaan keputusan melalui legitimasi dan pengaruh. Pendekatan transaksional berorientasi pada efisiensi dan kepatuhan prosedural, sementara pendekatan transformasional mendorong lahirnya keputusan yang visioner, inovatif, dan bermuatan nilai etis. Penelitian ini menyimpulkan bahwa efektivitas pengambilan keputusan dalam kepemimpinan pendidikan dipengaruhi oleh kemampuan pemimpin dalam mengintegrasikan berbagai pendekatan secara kontekstual sesuai kebutuhan organisasi.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

Phone
+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yogi Setiawan

Contact Email jurnal.P4I@gmail.com

Phone +62851733700892

Journal Mail Official jurnal.P4I@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

Phone
+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA