Garuda - Garba Rujukan Digital

IMPLEMENTASI MODEL RESOLUSI KONFLIK PADA PEMBELAJARAN IPS UNTUK MENINGKATKAN KETERAMPILAN RESOLUSI KONFLIK SISWA KELAS V SD Aprillia Alfons; Samuel Patra Ritiauw; Leonid Ritiauw
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.v6i3.10396

Social character development and conflict resolution skills from an early age are critical for addressing disputes in elementary schools. Fifth-grade students at SD Kristen Naku showed difficulties resolving conflicts constructively, necessitating structured interventions. This study aimed to examine the implementation of a conflict resolution model in Social Studies to enhance conflict resolution skills among fifth-grade students at SD Kristen Naku, Ambon City. A mixed methods approach with a sequential explanatory design was employed. The sample consisted of 12 students selected through saturated sampling. Data were collected via pretest and posttest questionnaires, observation sheets, and documentation. Quantitative analysis applied Shapiro-Wilk normality testing, paired sample t-test, and N-Gain calculation using SPSS 27, while qualitative data were analyzed through reduction, display, and conclusion drawing. The paired sample t-test revealed a significance value of 0.000, below 0.05, indicating a significant difference between pretest and posttest scores. The N-Gain score of 0.68 indicated moderate improvement. Qualitative findings confirmed the model was systematically implemented across five stages: introduction, conflict recognition, fact-gathering, negotiation, and conflict resolution. In conclusion, the conflict resolution model effectively improved students' communication, emotional regulation, negotiation, problem-solving, and respect for differing perspectives. ABSTRAK Pendidikan karakter dan keterampilan sosial sejak dini sangat penting dalam menghadapi konflik yang kerap terjadi di sekolah dasar. Siswa kelas V SD Kristen Naku menunjukkan kesulitan menyelesaikan konflik secara konstruktif, sehingga diperlukan intervensi pembelajaran yang terstruktur. Penelitian ini bertujuan mengkaji implementasi model resolusi konflik pada pembelajaran IPS dalam upaya meningkatkan keterampilan resolusi konflik siswa kelas V SD Kristen Naku, Kota Ambon. Metode yang digunakan adalah mixed methods dengan sequential explanatory design, menggabungkan pendekatan kuantitatif dan kualitatif secara terintegrasi. Sampel penelitian berjumlah 12 siswa menggunakan teknik saturated sampling. Instrumen pengumpulan data meliputi angket pretest dan posttest, lembar observasi, serta dokumentasi. Analisis kuantitatif menggunakan uji Shapiro-Wilk, paired sample t-test, dan N-Gain melalui SPSS 27, sedangkan data kualitatif dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil paired sample t-test menunjukkan nilai signifikansi 0,000 lebih kecil dari 0,05, yang berarti terdapat perbedaan signifikan antara skor pretest dan posttest. Uji N-Gain menghasilkan nilai 0,68 dalam kategori peningkatan sedang. Secara kualitatif, implementasi model berlangsung sistematis melalui lima tahapan yakni pendahuluan, pengenalan konflik, pengumpulan fakta, negosiasi, dan resolusi konflik. Kesimpulannya, model resolusi konflik terbukti efektif meningkatkan keterampilan komunikasi, pengelolaan emosi, negosiasi, pemecahan masalah, dan penghargaan terhadap perbedaan pendapat siswa.

TRANSFORMASI PENGAWASAN SEKOLAH BERBASIS DIGITAL DALAM MENINGKATKAN EFEKTIVITAS KINERJA GURU Sry Wahyuni Rai; Rita Afrina; Zaiyani Zaiyani; Marnita Marnita
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.v6i3.10611

ABSTRACT Digital transformation in education has driven changes in academic supervision practices in schools. This study aims to analyze the implementation of digital-based supervision in improving teacher performance effectiveness. The study employed a qualitative approach with a phenomenological design. Data were collected through semi-structured interviews and documentation involving principals and teachers who participated in digital supervision practices. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed that supervision was implemented through the use of learning videos, WhatsApp, and Google Forms, enabling the supervision process to become more flexible, well-documented, and supportive of reflective practice. igital supervision contributed to improving teaching creativity, teacher professionalism, technological adaptability, and student engagement in the learning process. However, its implementation still faced several challenges, including limited internet infrastructure, low levels of teachers' digital literacy, and difficulties in adapting to technology, particularly among senior teachers. To address these challenges, schools provided technology training, strengthened teacher collaboration, and supplied supporting facilities. This study contributes theoretically to the development of digital academic supervision concepts and provides practical references for schools in developing adaptive supervision systems to support educational transformation in the digital era. ABSTRAK Transformasi digital dalam pendidikan telah mendorong perubahan dalam praktik supervisi akademik di sekolah. Penelitian ini bertujuan untuk menganalisis implementasi supervisi berbasis digital dalam meningkatkan efektivitas kinerja guru. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi. Data diperoleh melalui wawancara semi-terstruktur dan dokumentasi yang melibatkan kepala sekolah dan guru yang berpartisipasi dalam pelaksanaan supervisi digital. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan supervisi dilakukan melalui pemanfaatan video pembelajaran, WhatsApp, dan Google Form sehingga proses pengawasan menjadi lebih fleksibel, terdokumentasi, dan mendukung refleksi pembelajaran. Penerapan supervisi digital berkontribusi terhadap peningkatan kreativitas mengajar, profesionalisme guru, kemampuan adaptasi teknologi, serta keaktifan siswa dalam proses pembelajaran. Meskipun demikian, implementasinya masih menghadapi berbagai kendala, antara lain keterbatasan infrastruktur internet, rendahnya literasi digital guru, dan kesulitan adaptasi teknologi, terutama pada guru senior. Untuk mengatasi kendala tersebut, sekolah melakukan pelatihan teknologi, memperkuat kolaborasi antarguru, serta menyediakan fasilitas pendukung. Penelitian ini memberikan kontribusi teoretis bagi pengembangan konsep supervisi akademik berbasis digital serta kontribusi praktis sebagai rujukan bagi sekolah dalam mengembangkan sistem supervisi yang adaptif terhadap transformasi pendidikan di era digital.

DIGITAL LEADERSHIP DALAM PENGELOLAAN MGMP DAN KAITANNYA DENGAN EFEKTIVITAS SERTA KESIAPAN DIGITAL GURU Uchtiana Uchtiana; Elvirawati Elvirawati; Anidar Anidar; Marnita Marnita
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.v6i3.10699

ABSTRACT This study aimed to analyze digital leadership in the management of Subject Teacher Working Groups (MGMP), the effectiveness of activity implementation, and the digital readiness of its members. The study employed a descriptive quantitative approach with a survey design involving 50 elementary school MGMP members in Bireuen Regency, Aceh. Data were collected using a Likert-scale questionnaire covering digital leadership, management effectiveness, and members’ digital readiness, and were analyzed descriptively using mean scores. The findings revealed that digital leadership was categorized as high with a mean score of 3.80, while the effectiveness of MGMP management was categorized as very high with a mean score of 4.00. Meanwhile, members’ digital readiness was categorized as moderate with a mean score of 3.60, particularly regarding perceptions of the benefits of technology in improving the quality of activities. The findings indicate that the use of technology has supported organizational management and communication; however, it has not been fully accompanied by the strengthening of digital vision and the equal improvement of members’ digital readiness. Therefore, strengthening the organizational digital vision, enhancing technology-based leadership competencies, and optimizing digital culture are necessary to support sustainable teacher professional development in the digital era. ABSTRAK Penelitian ini bertujuan menganalisis kepemimpinan digital dalam pengelolaan Musyawarah Guru Mata Pelajaran (MGMP), efektivitas pelaksanaan kegiatan, serta kesiapan digital anggotanya. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan desain survei terhadap 50 anggota MGMP SD di Kabupaten Bireuen, Aceh. Data dikumpulkan melalui angket skala Likert yang mencakup aspek kepemimpinan digital, efektivitas pengelolaan, dan kesiapan digital anggota, kemudian dianalisis secara deskriptif menggunakan nilai rata-rata. Hasil penelitian menunjukkan bahwa kepemimpinan digital berada pada kategori tinggi dengan nilai rata-rata 3,80, sedangkan efektivitas pengelolaan MGMP berada pada kategori sangat tinggi dengan nilai rata-rata 4,00. Sementara itu, kesiapan digital anggota berada pada kategori sedang dengan nilai rata-rata 3,60, terutama pada aspek persepsi manfaat teknologi dalam meningkatkan kualitas kegiatan. Temuan penelitian menunjukkan bahwa pemanfaatan teknologi telah mendukung pengelolaan organisasi dan komunikasi kegiatan, namun belum sepenuhnya diikuti oleh penguatan visi digital dan peningkatan kesiapan digital anggota secara merata. Oleh karena itu, diperlukan penguatan visi digital organisasi, peningkatan kompetensi kepemimpinan berbasis teknologi, serta optimalisasi budaya digital untuk mendukung pengembangan profesionalisme guru secara berkelanjutan di era digital.

GAYA KEPEMIMPINAN KEPALA SEKOLAH DALAM MENGEMBANGKAN SUMBER DAYA MANUSIA DI TK DHARMA INDRIA II Ayu Tri Agustin; Octavian Dwi Tanto; Yuli Tri Andini; Aisyah Nur Atika; Muchammad Arif Muchlisin
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.v6i3.11206

ABSTRACT the availability of training opportunities, but also the ways in which principals guide, involve, and place trust in teachers throughout their professional development. Studies on principal leadership and teacher human resource development are still frequently treated as separate areas, even though both intersect in the day-to-day management of educational institutions. This study describes principals’ leadership styles in developing teachers’ human resources across the stages of planning, implementation, monitoring, and evaluation at Dharma Indria II Kindergarten. A descriptive qualitative approach was employed, involving one principal, five teachers, and one administrative staff member selected through purposive sampling. Data were collected through participant observation, semi-structured interviews, and documentation, then organized through thematic coding and narrative interpretation. The credibility of the findings was strengthened through source, technique, and theoretical triangulation. The principal’s leadership emerged as an adaptive practice that combined direct decision-making when competency needs required immediate attention, deliberation when development agendas were formulated, and the provision of professional autonomy when teachers implemented training outcomes in their classroom practices. These three orientations authoritarian, democratic, and laissez-faire operated situationally rather than as isolated leadership patterns. The findings suggest that teacher human resource development becomes more meaningful when training facilitation is connected to needs assessment, dialogic supervision, and reflection on the application of learning outcomes in classroom practice. ABSTRAK tersedianya pelatihan, tetapi juga dengan cara kepala sekolah mengarahkan, melibatkan, dan memberi kepercayaan kepada guru dalam proses profesionalnya. Kajian mengenai kepemimpinan kepala sekolah dan pengembangan SDM guru masih sering dipisahkan, padahal keduanya bertemu dalam praktik pengelolaan lembaga sehari-hari. Penelitian ini mendeskripsikan gaya kepemimpinan kepala sekolah dalam pengembangan SDM guru pada tahap perencanaan, pelaksanaan, monitoring, dan evaluasi di TK Dharma Indria II. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan satu kepala sekolah, lima guru, dan satu tenaga kependidikan yang dipilih secara purposive. Data diperoleh melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi selama proses penelitian, lalu ditata melalui pengodean tematik dan interpretasi naratif. Kredibilitas temuan diperkuat melalui triangulasi sumber, teknik, dan teori. Kepemimpinan kepala sekolah tampak sebagai praktik adaptif yang memadukan keputusan langsung ketika kebutuhan kompetensi harus segera ditangani, musyawarah ketika agenda pengembangan dirumuskan, serta pemberian otonomi profesional ketika guru menerapkan hasil pelatihan dalam pembelajaran. Ketiga corak tersebut otoriter, demokratis, dan laissez-faire berfungsi secara situasional, bukan sebagai pola yang berdiri sendiri. Temuan ini menunjukkan bahwa pengembangan SDM guru lebih bermakna ketika fasilitasi pelatihan dihubungkan dengan pemetaan kebutuhan, supervisi dialogis, dan refleksi atas penerapan hasil belajar di kelas.

ANALISIS PENGEMBANGAN INSTRUMEN PENILAIAN TES BERORIENTASI HOTS PADA MATERI PERKEMBANGAN ISLAM: TINJAUAN LITERATUR SISTEMATIS Ida Nur Azizah; Wasino
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.v6i3.11239

Rapid advances in science and technology must be balanced by students’ ability to filter and utilize information appropriately and responsibly. This aligns with the competencies required in the 21st century, which emphasize critical, creative, communicative, and collaborative thinking skills. Therefore, appropriate assessment instruments are needed to measure these competencies and skills in students. The purpose of this study is to systematically review various studies on the development of assessment instruments for Higher-Order Thinking Skills (HOTS)-oriented tests on Islamic development materials. The approach used was a Systematic Literature Review (SLR), analyzing 7 national journal articles, 3 conference proceedings articles, and 21 Scopus-indexed international journal articles published between 2014 and 2025. The selection process involved the stages of identification, screening, eligibility, and synthesis using the PRISMA criteria. The research results indicate that the development of HOTS test instruments is generally carried out through a Research and Development (R&D) approach using the Borg & Gall, ADDIE, 4D, and Tessmer models. The most commonly used instrument formats are multiple-choice, essay, and two-tier questions, emphasizing the abilities to analyze, evaluate, and create in accordance with the revised Bloom’s Taxonomy. Meanwhile, most of the instruments developed demonstrate good levels of validity and reliability, making them suitable for use in the learning evaluation process. This study is expected to serve as a reference for researchers and educators in developing high-quality HOTS instruments that meet the demands of 21st-century skills. ABSTRAK Perkembangan ilmu pengetahuan dan teknologi yang pesat harus diimbangi dengan kemampuan peserta didik dalam menyaring dan memanfaatkan informasi secara tepat dan bertanggung jawab. Hal ini sejalan dengan kompetensi yang dibutuhkan pada abad 21 yang menekankan kemampuan berpikir kritis, kreatif, komunikatif, dan kolaboratif. Oleh karena itu, diperlukan instrumen asesmen yang tepat untuk mengukur kompetensi dan keterampilan peserta didik tersebut. Tujuan penelitian ini ialah mengkaji secara sistematis berbagai studi tentang pengembangan instrumen penilaian tes berorientasi Higher-Order Thinking Skills (HOTS) pada materi perkembangan islam. Pendekatan yang digunakan adalah Systematic Literature Review (SLR) dengan menganalisis 7 artikel jurnal nasional, 3 artikel jurnal prosiding, dan 21 artikel jurnal internasional terindeks Scopus yang terbit antara tahun 2014 hingga 2025. Proses seleksi dilakukan melalui tahapan identifikasi, penyaringan, kelayakan, dan sintesis menggunakan kriteria PRISMA. Hasil penelitian menunjukkan bahwa pengembangan instrumen tes HOTS umumnya dilakukan melalui pendekatan penelitian dan pengembangan (Research and Development) dengan model-model Borg & Gall, ADDIE, 4D, dan Tessmer. Bentuk instrumen yang banyak digunakan berupa pilihan ganda, uraian, dan two-tier dengan menekankan kemampuan menganalisis, mengevaluasi, dan mencipta sesuai taksonomi Bloom revisi. Sementara itu, sebagian besar instrumen yang dikembangkan memiliki tingkat validitas dan reliabilitas yang baik sehingga layak digunakan dalam proses evaluasi pembelajaran. Kajian ini diharapkan dapat menjadi referensi bagi peneliti dan pendidik dalam pengembangan instrumen HOTS yang berkualitas sesuai tuntutan keterampilan abad-21.

STRATEGI GURU PENDIIKAN AGAMA KATOLIK DALAM MENANGGULANGI RASA BERSALAH BERLEBIHAN (GULIT) PADA SISWA KELAS XI DI SMA SANTO ANTONIUS BANGUN MULIA MEDAN Elisabeth Endang Ektovia Br Sitorus; Mimpin Sembiring
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.v6i3.11308

ABSTRACT Guilt is a negative emotion that arises when individuals feel they have committed moral, social, or ethical wrongdoing. In students, excessive Guilt can affect emotional conditions, behavior, and the learning process at school. This study aimed to identify the forms of Guilt experienced by eleventh-grade students at St. Antonius Bangun Mulia Senior High School Medan and to examine the strategies used by Catholic Religious Education teachers in overcoming students’ Guilt. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of Catholic Religious Education teachers, the principal, and eleventh-grade students. Data were collected through observation, in-depth interviews, and documentation. Data analysis used the Miles and Huberman model, including data reduction, data presentation, and conclusion drawing, while data validity was tested through source triangulation and technique triangulation. The results showed that students’ Guilt appeared in cognitive, affective, and behavioral aspects. In the cognitive aspect, students demonstrated awareness of mistakes and personal responsibility. In the affective aspect, students experienced feelings of anxiety, shame, fear, sadness, and regret that affected their emotional condition and learning concentration. In the behavioral aspect, students showed the desire to apologize, correct mistakes, withdraw from the social environment, and display perfectionistic behavior. The study also found that Catholic Religious Education teachers play important roles as educators of faith and morality, spiritual mentors, role models of Christian life, facilitators of religious activities, and builders of faith communities through warm, reflective, and non-judgmental approaches that help students understand mistakes as part of the learning and character-building process. ABSTRAK Guilt merupakan emosi negatif yang muncul ketika individu merasa telah melakukan kesalahan secara moral, sosial, maupun etis. Pada siswa, Guilt yang berlebihan dapat memengaruhi kondisi emosional, perilaku, serta proses pembelajaran di sekolah. Penelitian ini bertujuan untuk mengetahui bentuk Guilt pada siswa kelas XI di SMA St. Antonius Bangun Mulia Medan serta strategi guru Pendidikan Agama Katolik dalam menanggulangi Guilt pada siswa. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas guru Pendidikan Agama Katolik, kepala sekolah, dan siswa kelas XI. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa Guilt pada siswa tampak dalam aspek kognitif, afektif, dan perilaku. Pada aspek kognitif, siswa menunjukkan kesadaran terhadap kesalahan dan tanggung jawab pribadi. Pada aspek afektif, siswa mengalami perasaan gelisah, malu, takut, sedih, dan menyesal yang memengaruhi kondisi emosional serta konsentrasi belajar. Pada aspek perilaku, siswa menunjukkan keinginan meminta maaf, memperbaiki kesalahan, menarik diri dari lingkungan sosial, dan perilaku perfeksionisme. Penelitian ini juga menunjukkan bahwa guru Pendidikan Agama Katolik berperan sebagai pendidik iman dan moral, pembimbing spiritualitas, teladan hidup Kristiani, fasilitator kegiatan keagamaan, serta pembangun komunitas beriman melalui pendekatan yang hangat, reflektif, dan tidak menghakimi sehingga membantu siswa memahami kesalahan sebagai proses pembelajaran dan pembentukan karakter.

STRATEGI GURU PENDIDIKAN AGAMA KATOLIK DALAM MENANGGULANGI STRES AKADEMIK SISWA KELAS XI DI SMA SANTO ANTONIUS BANGUN MULIA MEDAN Mimpin Sembiring; Gabriella Stefy Grav Sinaga
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.v6i3.11396

ABSTRACT This research is motivated by the phenomenon of high academic demands that trigger psychological pressure in the form of academic stress among students, which manifests in physical, emotional, cognitive, and behavioral disturbances. The purpose of this study is to analyze the strategies of Catholic Religious Education teachers in managing academic stress experienced by grade XI students at SMA Santo Antonius Bangun Mulia Medan. The research method used is descriptive qualitative. The research subjects consisted of 12 informants, namely 10 grade XI students, 1 Catholic Religious Education teacher, and 1 school principal, who were selected using the snowball sampling technique. Data collection techniques were conducted through observation, in-depth interviews, and documentation, with data analysis comprising data reduction, data display, and conclusion drawing. The trustworthiness of the data was tested using source triangulation and technique triangulation. The results showed that the academic stress of grade XI students was evident from physical fatigue, sleep disturbances, easy irritability, difficulty concentrating, negative thoughts about oneself, and procrastination of school tasks. To overcome this condition, Catholic Religious Education teachers implement coping strategies through their roles as faith and moral educators, spiritual mentors, Christian life role models, facilitators of religious activities, builders of faith communities, and developers of Catholic Religious Education. The main conclusion of the study indicates that the humanistic, reflective, and Christian spirituality-based approach of Catholic Religious Education teachers can provide a positive influence in strengthening inner resilience, restoring learning motivation, and building students' peace of mind at school. ABSTRAK Penelitian ini dilatarbelakangi oleh fenomena tingginya tuntutan belajar yang memicu tekanan psikologis berupa stres akademik pada siswa, yang bermanifestasi pada gangguan fisik, emosional, kognitif, dan perilaku. Tujuan penelitian ini adalah untuk menganalisis strategi Guru Pendidikan Agama Katolik (PAK) dalam menanggulangi stres akademik yang dialami oleh siswa kelas XI di SMA Santo Antonius Bangun Mulia Medan. Metode penelitian yang digunakan adalah kualitatif deskriptif. Subjek penelitian terdiri atas 12 informan, yaitu 10 siswa kelas XI, 1 guru PAK, dan 1 kepala sekolah, yang ditentukan menggunakan teknik snowball sampling. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi, dengan analisis data melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa stres akademik siswa kelas XI tampak dari kelelahan fisik, gangguan tidur, mudah marah, sulit berkonsentrasi, pikiran negatif terhadap diri sendiri, serta prokrastinasi tugas sekolah. Untuk mengatasi kondisi tersebut, Guru PAK menerapkan strategi penanggulangan melalui perannya sebagai pendidik iman dan moral, pembimbing spiritual, teladan hidup Kristiani, fasilitator kegiatan keagamaan, pembangun komunitas beriman, serta pengembang Pendidikan Agama Katolik. Simpulan utama penelitian menunjukkan bahwa strategi pendekatan guru PAK yang humanis, reflektif, dan berbasis penguatan spiritualitas Kristiani mampu memberikan pengaruh positif dalam menguatkan ketahanan batin, memulihkan motivasi belajar, serta membangun ketenangan jiwa siswa di sekolah.

ANALISIS KESULITAN BELAJAR SISWA SLOW LEARNER KELAS III SDN SOCAH 2 BANGKALAN Dwi Maulidia Suciati; Dewi Febriyanti; Fanni Aulia Ardhani; Muhammad Shubhi Alwahidi; Nafiatul Adawiyah; Nova Estu Harsiwi
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.v6i3.11399

ABSTRACT The presence of slow learner students in regular classrooms presents unique challenges, as their learning needs are often not fully accommodated by existing instructional practices. This condition may affect not only their participation in classroom activities but also the development of their academic and psychological competencies. This study was conducted to provide a comprehensive description of the learning difficulties experienced by third-grade slow learner students at SDN Socah 2 Bangkalan within the context of inclusive education. A descriptive qualitative approach was employed, utilizing observation, interviews, and documentation as the primary data collection techniques. Data were analyzed through the processes of data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The findings revealed that among the 21 students observed, 6 students (28.6%) were categorized as low, 11 students (52.4%) as moderate, and 4 students (19.0%) as high. Further findings indicated difficulties in literacy and numeracy skills, a slower pace in understanding learning materials, limited ability to maintain concentration, and suboptimal self-confidence during the learning process. These findings suggest that the learning experiences of slow learner students are shaped by the interaction between academic and psychological factors. Therefore, the implementation of inclusive education requires more adaptive instructional practices, continuous support, and active collaboration among teachers, schools, and parents to effectively address students' diverse learning needs. ABSTRAK Keberadaan siswa slow learner dalam kelas reguler menghadirkan tantangan tersendiri karena kebutuhan belajar mereka sering kali tidak sepenuhnya terakomodasi oleh pola pembelajaran yang berlaku. Kondisi tersebut dapat berdampak pada keterlibatan siswa dalam proses belajar sekaligus memengaruhi perkembangan kemampuan akademik dan psikologisnya. Kajian ini dilakukan untuk memperoleh gambaran mengenai kesulitan belajar yang dialami siswa slow learner kelas III di SDN Socah 2 Bangkalan dalam konteks pendidikan inklusif. Penelitian menggunakan pendekatan kualitatif deskriptif dengan memanfaatkan observasi, wawancara, dan dokumentasi sebagai sumber data utama. Analisis dilakukan melalui proses reduksi data, penyajian data, dan penarikan kesimpulan yang diperkuat dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa dari 21 siswa yang diamati terdapat 6 siswa (28,6%) pada kategori rendah, 11 siswa (52,4%) pada kategori sedang, dan 4 siswa (19,0%) pada kategori tinggi. Temuan lebih lanjut memperlihatkan adanya kesulitan dalam literasi dan numerasi, kebutuhan waktu belajar yang lebih panjang, keterbatasan dalam mempertahankan konsentrasi, serta kepercayaan diri yang belum berkembang secara optimal. Keseluruhan temuan tersebut menunjukkan bahwa pengalaman belajar siswa slow learner dibentuk oleh keterkaitan antara aspek akademik dan psikologis, sehingga penyelenggaraan pendidikan inklusif memerlukan pembelajaran yang lebih adaptif, pendampingan yang berkesinambungan, serta kolaborasi aktif antara guru, sekolah, dan orang tua.

IMPLEMENTASI ACTIVE LEARNING PADA MATA PELAJARAN SBdP DALAM MENGEMBANGKAN KEMANDIRIAN DAN KREATIVITAS SISWA SEKOLAH DASAR: Studi Kasus di Daqu School International Fitri Nurhayati; Hj. Maryati; Muhammad Fauzan Muttaqin
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.v6i3.11412

ABSTRACT Active learning is a student-centered approach that has become an important strategy for addressing the demands of 21st-century education, particularly in fostering independence, creativity, and life skills among elementary school students. This study aimed to examine the implementation of active learning methods in developing students’ independence and creativity in the Arts, Culture, and Crafts (SBdP) subject at Daqu School International, Tangerang City. The study employed a qualitative approach, with data collected through observation, interviews, and documentation. The research stages included data collection, data reduction, data presentation, and conclusion drawing. The findings revealed that the implementation of active learning methods enhanced students’ independence, creativity, learning interest, and understanding of SBdP learning materials. These outcomes were supported by several factors, including a conducive learning environment, students’ high interest in learning, and teacher motivation throughout the instructional process. Furthermore, active learning created a dynamic and interactive learning atmosphere while encouraging collaboration between students and teachers. In conclusion, active learning has proven effective in fostering students’ independence and creativity and can serve as a relevant instructional alternative to support the achievement of 21st-century competencies and curriculum demands in elementary education. ABSTRAK Pembelajaran aktif (active learning) merupakan pendekatan yang berpusat pada peserta didik dan menjadi salah satu strategi penting dalam menjawab tuntutan pendidikan abad ke-21, khususnya dalam mengembangkan kemandirian, kreativitas, dan keterampilan hidup (life skill) siswa sekolah dasar. Penelitian ini bertujuan untuk mengkaji implementasi metode pembelajaran aktif dalam mengembangkan kemandirian dan kreativitas siswa pada mata pelajaran Seni Budaya dan Prakarya (SBdP) di Daqu School International Kota Tangerang. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Tahapan penelitian meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan metode pembelajaran aktif mampu meningkatkan kemandirian, kreativitas, minat belajar, serta pemahaman siswa terhadap materi SBdP. Keberhasilan tersebut didukung oleh beberapa faktor, yaitu lingkungan belajar yang kondusif, minat siswa yang tinggi, dan motivasi yang diberikan guru selama proses pembelajaran. Selain itu, metode pembelajaran aktif menciptakan suasana belajar yang dinamis, interaktif, dan mendorong kolaborasi antara siswa dan guru. Dengan demikian, pembelajaran aktif terbukti efektif dalam mengembangkan kemandirian dan kreativitas siswa serta dapat menjadi alternatif pembelajaran yang relevan untuk mendukung pencapaian kompetensi abad ke-21 dan memenuhi tuntutan kurikulum di sekolah dasar.

PENGEMBANGAN BAHAN AJAR BERBASIS PRODUCTIVE STRUGGLE PADA MATERI PECAHAN KELAS V SEKOLAH DASAR Putri Widiyawati; Muhammad Rijal Wahid Muharram; Ika Fitri Apriani
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.v6i3.11451

Mathematics learning on fractions in elementary schools still faces various challenges, particularly due to the use of instructional materials that tend to be monotonous, lack contextual relevance, and provide limited opportunities for students to develop a deep conceptual understanding. This condition contributes to students' low mathematical achievement, as reflected in the results of the Trends in International Mathematics and Science Study (TIMSS) 2015, in which Indonesia obtained a mathematics score of 397, remaining below the international average of 500. Therefore, this study aimed to develop productive struggle-based mathematics instructional materials for fifth-grade elementary school students on the topic of fractions. This study employed the Educational Design Research (EDR) model proposed by McKenney and Reeves (2012) and was conducted up to the second phase, namely analysis and exploration, and design and construction. The analysis and exploration phase involved teacher interviews, classroom observations, and document analysis in two elementary schools. The design and construction phase resulted in a prototype of instructional materials integrating the Realistic Mathematics Education (RME) approach with productive struggle strategies, such as guided challenges, error reflection, and the use of real-life contexts. The prototype was subsequently validated by subject matter, pedagogical, and design experts. The validation results indicated that the instructional materials achieved a feasibility score of 83.64%, categorized as highly feasible, after revisions to diction, illustrations, and visual appearance. Thus, the developed instructional materials were deemed suitable for use and are recommended for field testing to examine their practicality and impact on students' conceptual understanding. ABSTRAK Pembelajaran matematika pada materi pecahan di sekolah dasar masih menghadapi berbagai kendala, terutama karena penggunaan bahan ajar yang cenderung monoton, kurang kontekstual, dan belum memberikan ruang bagi siswa untuk mengembangkan pemahaman konsep secara mendalam. Kondisi tersebut berdampak pada rendahnya kemampuan matematika siswa, yang tercermin dari hasil Trends in International Mathematics and Science Study (TIMSS) 2015 dengan skor matematika Indonesia sebesar 397, masih berada di bawah rata-rata internasional yaitu 500. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan bahan ajar matematika berbasis productive struggle pada materi pecahan kelas V sekolah dasar. Penelitian ini menggunakan model pengembangan Educational Design Research (EDR) McKenney dan Reeves (2012) yang dilaksanakan hingga tahap kedua, yaitu analisis dan eksplorasi serta desain dan konstruksi. Tahap analisis dan eksplorasi dilakukan melalui wawancara guru, observasi pembelajaran, dan studi dokumen di dua sekolah dasar. Tahap desain dan konstruksi menghasilkan prototipe bahan ajar yang mengintegrasikan pendekatan Realistic Mathematics Education (RME) dengan strategi productive struggle, seperti tantangan terarah, refleksi kesalahan, dan penggunaan konteks nyata, yang selanjutnya divalidasi oleh ahli materi, ahli pedagogik, dan ahli desain. Hasil validasi menunjukkan bahwa bahan ajar memperoleh tingkat kelayakan sebesar 83,64% dengan kategori sangat layak setelah dilakukan revisi pada aspek diksi, ilustrasi, dan tampilan visual. Dengan demikian, bahan ajar yang dikembangkan dinilai layak digunakan dan direkomendasikan untuk diuji pada tahap uji coba lapangan guna mengetahui kepraktisan serta dampaknya terhadap pemahaman konsep siswa.

Home Page

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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

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