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IMPLEMENTASI KOMPETENSI KEPRIBADIAN GURU UNTUK PENGUATAN KARAKTER TOLERANSI DALAM PEMBELAJARAN SISWA Yumri Yublince Anin; Yulius Mataputun; Albaiti Albaiti; Petrus Irianto; Robert Masreng; Urip Wahyudin
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10066

This study aims to analyze the implementation of teachers’ personality competence in strengthening students’ character of tolerance in the learning process, the supporting and inhibiting factors of its implementation, as well as its impact on students’ attitudes, the learning environment, and students’ social relationships at SD Negeri Yokobak, Lanny Jaya Regency, Papua Highlands Province. This research employed a qualitative approach using a case study design. Data collection techniques included in-depth interviews, observations, and documentation. The research informants consisted of the principal, teachers, students, and parents. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing, with data validity ensured through source and technique triangulation. The findings indicate that teachers’ personality competence reflecting a stable, mature, wise, authoritative, and morally upright character has been concretely implemented in both classroom learning and school life. This implementation contributes to the development of students’ tolerant attitudes, the creation of a safe and inclusive learning environment, and the establishment of harmonious social relationships among students. The main supporting factors include teachers’ role modeling and consistency, support from the principal, and a school culture oriented toward tolerance values. Meanwhile, the inhibiting factors include limited facilities, lack of teacher training, differences in family backgrounds, and the socio-economic conditions of students’ environments. The conclusion of this study confirms that teachers’ personality competence plays a strategic role in strengthening students’ character of tolerance. These findings provide important implications for strengthening character education practices in primary schools and serve as a foundation for policy development and further research related to tolerance education in multicultural regions.

THE IMPACT OF IMPLEMENTING INQUIRY-BASED LEARNING ON EFL STUDENTS’ WRITTING DEVELOPMENT: A LITERATURE REVIEW Ismiati Annur Husnaeni AR; Yustika Nur Fajriah; Pipih Setiawati
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10068

Writing is considered one of the most complex skills in English as a Foreign Language (EFL) contexts as it requires both linguistic competence and higher-order thinking skills; however, many students still face difficulties due to limited vocabulary, lack of ideas, and teacher-centered instructional approaches. To address these challenges, Inquiry-Based Learning (IBL) has been proposed as an alternative approach that promotes active learning through questioning, investigation, and reflection. This study aims to synthesize previous research on the implementation of IBL in EFL writing instruction and its impact on students’ writing development. This study employed a structured narrative literature review by analyzing 29 selected articles published between 2019 and 2025 from various academic databases, including Google Scholar, ERIC, DOAJ, and SINTA-indexed journals. The findings indicate that IBL has a positive impact on students’ writing development, particularly in terms of idea generation, text organization, coherence, language accuracy, and overall writing quality. In addition, IBL enhances student engagement in the learning process and fosters critical thinking skills that support argument construction in writing. Despite these benefits, variations in research contexts and the predominance of short-term studies limit the generalizability of the findings. Therefore, Inquiry-Based Learning demonstrates strong potential as an effective instructional approach for improving writing skills in EFL contexts and is recommended for further investigation in broader contexts and over longer periods of time.

ENHANCING PROFESSIONAL LEXICAL ACCURACY THROUGH SELF- AND PEER-ASSESSMENT IN PROJECT-BASED LEARNING: EVIDENCE FROM MICE EDUCATION Tantri Sari Safitry; Elitaria Bestri Agustina Siregar; Dhimas Ghozy Arrasy; Djuni Akbar; Septina Indrayani
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10070

The investigation of the classroom-based action research revolves around self-assessment and peer-assessment and their significance in enhancing the lexical precision and diversity in students enrolled in the English class for MICE study program. The research is focused on the Assessment for Learning (AfL) framework and the country's Lexical Competence Theory. The students were allowed to communicate and express their ideas through various authentic tasks such as sales pitch presentations and event proposal pitching, all of which were designed within a Project-Based Learning (PjBL) context. Vocabulary assessment rubrics, self-reflection forms, and video recordings of students’ project presentations were used to gather data. The sequence of the research was split into two project cycles, facilitating continuous reflection and improvement. The result shows that through the use of self and peer assessments, students will not only become more conscious of their lexical choices and accuracy but also take charge of their learning. This research is significant for the domain of English for Specific Purposes (ESP), especially for MICE learning, since it shows how reflective assessment methods in PjBL can remarkably change the lexical skills and communicative confidence of students in professional scenarios.

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.

DINAMIKA PERUBAHAN MINAT MENJADI GURU PADA MAHASISWA PROGRAM STUDI PENDIDIKAN Anggitha Yuanistika; Didi Pramono
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10423

ABSTRACT The declining interest of younger generations in becoming teachers reflects a shift in perceptions of the profession, including among students of education study programs. This study aims to understand students’ perceptions of the teaching profession at Universitas Negeri Semarang, to examine changes in their interest during their studies, and to identify the factors influencing these changes. This research employs a descriptive qualitative approach. Data were collected through observation and interviews with eighth-semester students from various faculties at Universitas Negeri Semarang, and were then analyzed through data reduction, data display, and conclusion drawing. The findings show that students’ perceptions of the teaching profession are influenced by the important role of teachers in education, as well as various realities encountered in the field, such as heavy workloads, administrative demands, and inadequate welfare. Students’ interest in becoming teachers is also dynamic and may change during their studies, influenced by learning experiences, microteaching activities, Field Experience Practice (PPL), as well as family, social environment, and media. Based on Max Weber’s Theory of Social Action, students’ career choices are influenced by habitual, emotional, and rational considerations about their future. Interest in becoming a teacher may strengthen, change, or decline along with experiences during the educational process. ABSTRAK Menurunnya minat generasi muda untuk menjadi guru menunjukkan adanya perubahan cara pandang terhadap profesi tersebut, termasuk di kalangan mahasiswa program studi pendidikan. Penelitian ini bertujuan untuk memahami persepsi mahasiswa Universitas Negeri Semarang terhadap profesi guru, melihat perubahan minat selama perkuliahan, serta mengidentifikasi faktor-faktor yang mempengaruhinya. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui observasi dan wawancara terhadap mahasiswa semester delapan dari berbagai fakultas di Universitas Negeri Semarang, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pandangan mahasiswa terhadap profesi guru dipengaruhi oleh pentingnya peran guru dalam pendidikan, sekaligus berbagai realitas yang dihadapi di lapangan, seperti beban kerja, tuntutan administrasi, dan kesejahteraan yang belum memadai. Minat mahasiswa terhadap profesi guru juga bersifat dinamis dan dapat berubah selama perkuliahan, dipengaruhi oleh pengalaman belajar, kegiatan microteaching, Praktik Pengalaman Lapangan (PPL), serta faktor keluarga, lingkungan sosial, dan media. Berdasarkan Teori Tindakan Sosial Max Weber, pilihan karir mahasiswa dipengaruhi oleh kebiasaan, emosi, dan pertimbangan rasional tentang masa depan. Minat menjadi guru dapat menguat, berubah, atau menurun seiring pengalaman selama masa pendidikan.

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.

PENERAPAN PEMBELAJARAN BERDIFERENSIASI PADA MATERI KEBUGARAN JASMANI PUSH-UP DAN SIT-UP MATA PELAJARAN PJOK DI SEKOLAH DASAR Zainul Arifin
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10576

ABSTRACT Differentiated learning is a strategy that can be applied in Physical Education, Sports, and Health (PJOK) subjects to accommodate the diverse learning needs of students. Through this approach, students are able to learn according to their readiness, interests, and learning profiles. The purpose of this study is to describe the implementation of differentiated learning in physical fitness materials (push-ups and sit-ups) in elementary schools and to evaluate its implementation. This study employed a qualitative approach with data collection techniques including interviews, observations, and documentation. Data validity was obtained through source and technique triangulation. The results showed that teachers implemented three stages of differentiation: content differentiation (books, tutorial videos, and movement illustrations), process differentiation (paired exercises, varied repetitions, and individual guidance), and product differentiation (fitness journals, movement videos, and oral presentations). Learning evaluation was conducted through process observation, practical tests, and reflective assignments. In conclusion, differentiated learning effectively improves students’ participation and understanding of physical fitness materials, while also helping develop students’ motor skills and self-confidence. ABSTRAK Pembelajaran berdiferensiasi merupakan strategi yang dapat diterapkan dalam mata pelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) untuk memenuhi kebutuhan belajar peserta didik yang beragam. Melalui pendekatan ini, peserta didik dapat belajar sesuai dengan kesiapan, minat, dan profil belajar mereka. Tujuan penelitian ini adalah untuk mendeskripsikan penerapan pembelajaran berdiferensiasi pada materi kebugaran jasmani (push-up dan sit-up) di Sekolah Dasar serta mengevaluasi pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru menerapkan tiga tahap diferensiasi: diferensiasi konten (buku, video tutorial, dan gambar gerakan), diferensiasi proses (latihan berpasangan, variasi repetisi, dan bimbingan individu), serta diferensiasi produk (catatan harian kebugaran, video gerakan, dan presentasi lisan). Evaluasi pembelajaran dilakukan melalui observasi proses, tes praktik, dan tugas reflektif. Kesimpulannya, pembelajaran berdiferensiasi efektif meningkatkan partisipasi dan pemahaman siswa terhadap materi kebugaran jasmani, serta membantu mengembangkan keterampilan motorik dan rasa percaya diri siswa.

PENINGKATAN PEMAHAMAN SISWA MELALUI METODE MIND MAPPING PADA MATERI KEEMASAN ISLAM ERA DAULAH ABBASIYAH Bella Ferlyna; Muhammad Bagus Kurniawan; Muhammad Ali Rohmad
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10610

ABSTRACT The mind mapping method is a learning method that makes it easier for students to understand lesson material imaginatively through the presentation of ideas or concepts that are simple, structured, and easy to understand. The application of this method in learning Islamic Cultural History, particularly material about the Islamic Golden Age during the Abbasid Caliphate, is estimated to enhance students' understanding of the lesson material. The purpose of this study is to determine whether the mind mapping technique improves students' understanding of Islamic Cultural History. The aim of this research is to find out how well the mind mapping technique improves students' understanding of Islamic Cultural History. Purposive sampling and quantitative methodology are used in this study. As research instruments, pre-tests and post-tests are used to measure students' understanding both before and after the learning strategy is applied. The research data is examined to observing how the mind mapping approach affects student learning outcomes. According to the analysis findings, students' understanding of the Golden Age of Islam during the Abbasid Era increased by 46.66 points when the mind mapping technique was applied. In addition, learning became more dynamic and supported students in understanding the relationships between ideas more systematically. Thus, it has been proven that the mind mapping approach significantly improves students' understanding of Islamic Cultural History. ABSTRAK Metode mind mapping merupakan metode pembelajaran yang memudahkan siswa memahami materi pelajaran secara imajinatif melalui penyajian ide maupun konsep yang sederhana, terstruktur, dan mudah dipahami. Penerapan metode ini dalam pembelajaran Sejarah Kebudayaan Islam, khususnya materi tentang Masa Kejayaan Islam pada masa Kekhalifahan Abbasiyah, Diperkirakan bahwa hal ini akan meningkatkan pemahaman siswa terhadap materi pelajaran. Tujuan dari penelitian ini adalah untuk menentukan apakah teknik mind mapping meningkatkan pemahaman siswa terhadap Sejarah Kebudayaan Islam. Tujuan dari penelitian ini adalah untuk mengetahui seberapa baik teknik mind mapping meningkatkan pemahaman siswa terhadap Sejarah Kebudayaan Islam. Pengambilan sampel purposif dan metodologi kuantitatif digunakan dalam penelitian ini. Sebagai instrumen penelitian, pre-test dan post-test digunakan untuk mengukur pemahaman siswa baik sebelum maupun sesudah strategi pembelajaran diterapkan. Data penelitian diperiksa untuk melihat bagaimana pendekatan mind mapping memengaruhi hasil belajar siswa. Menurut temuan analisis, pemahaman siswa tentang Masa Keemasan Islam pada Era Abbasiyah meningkat sebesar 46,66 poin ketika teknik mind mapping diterapkan. Selain itu, pembelajaran menjadi lebih dinamis dan mendukung siswa dalam mengetahui hubungan antar ide dengan lebih sistematis. Dengan demikian, telah dibuktikan bahwa pendekatan mind mapping secara signifikan meningkatkan pemahaman siswa tentang Sejarah Kebudayaan Islam.

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.

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Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

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+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

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

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Unknown,

Unknown

INDONESIA

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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

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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