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STRATEGI KEPEMIMPINAN DALAM MENINGKATKAN LOYALITAS PENDIDIK DAN TENAGA KEPENDIDIKAN DI MADRASAH IBTIDAIYYAH: KAJIAN STUDI LITERATUR Nur Fahmuddin Hanif; Ziddan Arrauf; Bambang Sri Anggoro; Sovia Mas Ayu
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.v6i3.13564

ABSTRACT Teacher and educational staff loyalty is a crucial factor in sustaining the quality of education in Madrasah Ibtidaiyyah. However, previous studies have predominantly focused on improving teacher performance rather than synthesizing leadership strategies of madrasah principals to foster the loyalty of all educational human resources. This study aims to analyze effective madrasah principal leadership strategies for enhancing the loyalty of teachers and educational staff through a literature review approach. The study employed a descriptive qualitative method by examining scholarly articles published in reputable national and international journals between 2022 and 2026, retrieved from Google Scholar and other academic databases. The data were analyzed using the content analysis technique, involving the stages of identification, selection, data reduction, categorization of findings, interpretation, and conclusion drawing. The findings indicate that the most consistently effective leadership strategies for enhancing loyalty include transformational, participative, humanistic, and spiritual leadership, supported by open communication, continuous professional development, and appropriate recognition. Teacher and educational staff loyalty is influenced by leadership practices, the work environment, employee welfare, interpersonal relationships, and the religious culture developed within the madrasah. The study concludes that integrating leadership strategies oriented toward human resource development and the reinforcement of Islamic values represents the most relevant approach to strengthening loyalty while sustainably improving the quality of education in Madrasah Ibtidaiyyah. ABSTRAK Loyalitas pendidik dan tenaga kependidikan merupakan salah satu faktor penting dalam menjaga keberlanjutan mutu pendidikan di Madrasah Ibtidaiyyah. Namun, berbagai penelitian sebelumnya lebih banyak menitikberatkan pada peningkatan kinerja guru dibandingkan sintesis mengenai strategi kepemimpinan kepala madrasah dalam membangun loyalitas seluruh sumber daya manusia pendidikan. Penelitian ini bertujuan menganalisis strategi kepemimpinan kepala madrasah yang efektif dalam meningkatkan loyalitas pendidik dan tenaga kependidikan melalui pendekatan studi literatur. Penelitian menggunakan metode kualitatif deskriptif dengan menelaah berbagai artikel ilmiah dari jurnal nasional dan internasional bereputasi yang diterbitkan pada periode 2022–2026 dan diperoleh melalui Google Scholar serta pangkalan data ilmiah lainnya. Data dianalisis menggunakan teknik content analysis melalui tahapan identifikasi, seleksi, reduksi, pengelompokan temuan, interpretasi, dan penarikan simpulan. Hasil kajian menunjukkan bahwa strategi kepemimpinan yang paling konsisten meningkatkan loyalitas meliputi kepemimpinan transformasional, partisipatif, humanis, dan spiritual yang didukung komunikasi terbuka, pembinaan profesional berkelanjutan, serta pemberian penghargaan yang proporsional. Loyalitas pendidik dan tenaga kependidikan dipengaruhi oleh kepemimpinan, lingkungan kerja, kesejahteraan, hubungan interpersonal, dan budaya religius yang berkembang di madrasah. Penelitian ini menyimpulkan bahwa integrasi strategi kepemimpinan yang berorientasi pada pengembangan sumber daya manusia dan penguatan nilai-nilai Islam menjadi pendekatan yang paling relevan untuk memperkuat loyalitas sekaligus mendukung peningkatan mutu Madrasah Ibtidaiyyah secara berkelanjutan.

AN INVESTIGATION OF PRONUNCIATION DIFFICULTIES AMONG FIRST-YEAR STUDENTS IN ENGLISH EDUCATION STUDY PROGRAM Gusfin Maulidyawanti Moonti; Monalysa Laonga
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.v6i3.13740

ABSTRACT Pronunciation plays a central role in the professional preparation of English teachers, as pre-service teachers are expected not only to communicate intelligibly but also to model accurate spoken English for their future students. This study investigated the pronunciation difficulties experienced by first-year students in an English Education Study Program, focusing on segmental and suprasegmental error patterns, pronunciation-related anxiety, and the factors underlying these difficulties. Employing a descriptive mixed-methods design with a concurrent triangulation strategy, data were collected from ten first-year students through a pronunciation test, a closed-ended questionnaire, and semi-structured interviews. The findings reveal that pronunciation difficulties were multidimensional rather than confined to articulation alone. Consonant errors (37.6%) and vowel errors (30.3%) were the most frequent, particularly involving dental fricatives (/θ/, /ð/) and the /ɪ/–/iː/ vowel contrast, patterns consistent with the revised Speech Learning Model (SLM-r) and the Perceptual Assimilation Model (PAM). Word stress and sentence intonation errors, though less frequent, were compounded by participants' limited awareness of these features, reflecting insufficient prior instructional attention to suprasegmental aspects of pronunciation. In addition, pronunciation-related anxiety emerged as a significant factor, with participants reporting nervousness and avoidance behavior during oral communication. These results indicate that pronunciation competence among pre-service English teachers develops through the interaction of first-language phonological transfer, instructional experience, and affective readiness. The study recommends that pronunciation instruction in English teacher education programs explicitly address both segmental and suprasegmental features while fostering supportive, low-anxiety speaking environments to strengthen learners' intelligibility and communicative confidence. ABSTRAK Pengucapan memegang peranan penting dalam penyiapan profesional calon guru bahasa Inggris, karena mahasiswa calon guru dituntut tidak hanya mampu berkomunikasi secara jelas, tetapi juga menjadi model pengucapan yang benar bagi peserta didiknya kelak. Penelitian ini bertujuan untuk mengkaji kesulitan pengucapan yang dialami oleh mahasiswa tahun pertama Program Studi Pendidikan Bahasa Inggris, dengan berfokus pada pola kesalahan segmental dan suprasegmental, kecemasan terkait pengucapan, serta faktor-faktor yang melatarbelakangi kesulitan tersebut. Dengan menggunakan desain deskriptif metode campuran (mixed-methods) melalui strategi triangulasi konkuren, data dikumpulkan dari sepuluh mahasiswa tahun pertama melalui tes pengucapan, angket tertutup, dan wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa kesulitan pengucapan bersifat multidimensional dan tidak hanya terbatas pada masalah artikulasi. Kesalahan konsonan (37,6%) dan vokal (30,3%) merupakan jenis kesalahan yang paling sering ditemukan, terutama pada bunyi frikatif dental (/θ/, /ð/) dan kontras vokal /ɪ/–/iː/, pola yang sejalan dengan revised Speech Learning Model (SLM-r) dan Perceptual Assimilation Model (PAM). Kesalahan tekanan kata dan intonasi kalimat, meskipun lebih jarang muncul, diperparah oleh rendahnya kesadaran partisipan terhadap aspek-aspek tersebut, yang mencerminkan kurangnya perhatian pembelajaran terhadap unsur suprasegmental sebelumnya. Selain itu, kecemasan terkait pengucapan juga muncul sebagai faktor yang signifikan, ditandai dengan rasa gugup dan perilaku menghindar saat berkomunikasi lisan. Temuan ini menunjukkan bahwa kompetensi pengucapan calon guru bahasa Inggris berkembang melalui interaksi antara transfer fonologis bahasa pertama, pengalaman pembelajaran, dan kesiapan afektif. Penelitian ini merekomendasikan agar pembelajaran pengucapan dalam program pendidikan guru bahasa Inggris secara eksplisit membahas unsur segmental maupun suprasegmental, serta menciptakan lingkungan berbicara yang suportif dan rendah kecemasan guna memperkuat kejelasan ucapan dan kepercayaan diri komunikatif mahasiswa.

PENGARUH LITERASI DAN MOTIVASI BELAJAR TERHADAP KOLABORASI PESERTA DIDIK PADA PEMBELAJARAN DEEP LEARNING DI SMK Nur Aini Setyaningtiyas; Saptariana Saptariana
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.v6i3.13966

ABSTRACT Collaboration is a key competency fostered through deep learning-based instruction, particularly in vocational education where students are prepared for future employment. Its development is closely associated with cognitive capacity, represented by literacy, and affective readiness, reflected in learning motivation. This study examined the levels of literacy, learning motivation, and collaboration among students while investigating the individual and combined effects of literacy and learning motivation on collaboration in deep learning practices at SMK Negeri 6 Semarang. A quantitative approach with an associative design was employed. The sample consisted of 103 eleventh-grade Culinary students in the 2025/2026 academic year, selected from a population of 139 students using the Slovin formula and simple random sampling. Data were collected through a validated and reliable Likert-scale questionnaire and analyzed using descriptive statistics, classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination. The findings revealed that students demonstrated high levels of literacy, learning motivation, and collaboration. Partially, literacy had no significant effect on collaboration (p = 0.247), whereas learning motivation showed a positive and significant effect (p < 0.001). Simultaneously, literacy and learning motivation significantly influenced collaboration (F = 193.375; p < 0.001), explaining 79.5% of its variance (R² = 0.795). Learning motivation emerged as the strongest predictor, while the contribution of literacy became more meaningful when interacting with learning motivation. ABSTRAK Kolaborasi menjadi kompetensi yang dibutuhkan dalam pembelajaran berpendekatan deep learning, khususnya pada pendidikan kejuruan yang menyiapkan peserta didik memasuki dunia kerja. Perkembangannya tidak terlepas dari dukungan aspek kognitif melalui literasi dan aspek afektif melalui motivasi belajar. Penelitian ini mengkaji tingkat literasi, motivasi belajar, dan kolaborasi peserta didik sekaligus menguji pengaruh literasi dan motivasi belajar terhadap kolaborasi pada pembelajaran deep learning di SMK Negeri 6 Semarang. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif. Sampel berjumlah 103 peserta didik kelas XI Program Keahlian Kuliner Tahun Ajaran 2025/2026 yang dipilih dari populasi 139 peserta didik menggunakan rumus Slovin dan teknik simple random sampling. Data dikumpulkan melalui angket skala Likert yang telah memenuhi uji validitas dan reliabilitas, kemudian dianalisis menggunakan statistik deskriptif, uji asumsi klasik, regresi linear berganda, uji t, uji F, dan koefisien determinasi. Hasil penelitian menunjukkan bahwa literasi, motivasi belajar, dan kolaborasi berada pada kategori tinggi. Secara parsial, literasi tidak berpengaruh signifikan terhadap kolaborasi (p = 0,247), sedangkan motivasi belajar berpengaruh positif dan signifikan (p < 0,001). Secara simultan, keduanya berpengaruh signifikan terhadap kolaborasi (F = 193,375; p < 0,001) dengan nilai R² sebesar 0,795. Motivasi belajar menjadi prediktor utama, sedangkan kontribusi literasi menguat ketika berinteraksi dengan motivasi belajar.

ANALISA MANAJEMEN PEMBIAYAAN (STUDI KASUS PADA PONDOK PESANTREN MUHAMMADIYAH AT-TAJDID CEPU KAMPUS 2) Kamal Shobrin Jamil; Fetty Ernawati
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.v6i3.14035

ABSTRACT Accountable and sustainable financial management plays a crucial role in strengthening the governance of Islamic boarding schools (pesantren). However, many pesantren still face challenges related to standardized financial management, transparency, and the optimization of funding sources. This study aims to analyze the financial management system at Muhammadiyah At-Tajdid Islamic Boarding School, Cepu Campus 2, focusing on the financial organizational structure, funding sources and patterns, financial reporting system, and strategies for improving financial governance. This study employed a descriptive qualitative approach using in-depth interviews and document analysis. The findings indicate that the financial management system still exhibits several governance weaknesses, particularly in the organization of financial management, the utilization of funding sources, and the reliance on conventional financial reporting practices. These conditions have hindered the optimal implementation of good financial governance within the boarding school. The study recommends the digitalization of financial management systems, the development of standard operating procedures, the optimization of ZISWAF management, capacity building for human resources, and the implementation of transparency and internal audits to improve efficiency, accountability, and the sustainability of pesantren financing. ABSTRAK Pengelolaan pembiayaan yang akuntabel dan berkelanjutan merupakan faktor penting dalam mendukung kualitas tata kelola pondok pesantren. Namun, masih terdapat pesantren yang menghadapi keterbatasan dalam sistem manajemen keuangan, terutama terkait standardisasi pengelolaan, transparansi, dan optimalisasi sumber pendanaan. Penelitian ini bertujuan untuk menganalisis sistem manajemen pembiayaan di Pondok Pesantren Muhammadiyah At-Tajdid Cepu Kampus 2 dengan fokus pada struktur organisasi keuangan, sumber dan pola pendanaan, sistem pelaporan, serta strategi peningkatan tata kelola keuangan. Penelitian menggunakan pendekatan kualitatif deskriptif melalui wawancara mendalam dan studi dokumentasi. Hasil penelitian menunjukkan bahwa pengelolaan pembiayaan masih menghadapi berbagai kelemahan pada aspek tata kelola, meliputi belum optimalnya pengaturan organisasi keuangan, pemanfaatan sumber pendanaan, serta sistem pelaporan yang masih bersifat konvensional. Kondisi tersebut berdampak pada belum optimalnya penerapan prinsip good financial governance dalam pengelolaan keuangan pesantren. Penelitian ini merekomendasikan digitalisasi sistem keuangan, penyusunan SOP, optimalisasi pengelolaan ZISWAF, peningkatan kapasitas sumber daya manusia, serta penerapan transparansi dan audit internal untuk meningkatkan efisiensi, akuntabilitas, dan keberlanjutan pembiayaan pesantren.

STRATEGI GURU PAI DALAM MENGATASI PERILAKU KURANG DISIPLIN SISWA SDN Muhammad Abdur Rosyid
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.v6i3.14129

Student discipline is a fundamental aspect of character development and plays an important role in supporting the learning process. However, various forms of undisciplined behavior, such as arriving late, failing to complete assignments, violating school regulations, and paying insufficient attention during lessons, are still frequently found in elementary schools. This study aims to analyze the strategies implemented by Islamic Religious Education (PAI) teachers in overcoming students’ undisciplined behavior, identify the factors influencing such behavior, and examine the impact of these strategies at SDN 2 Ngantru. This research employed a qualitative descriptive approach. Data were collected through observation, interviews, and documentation involving the principal, PAI teacher, and students. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was ensured using source and technique triangulation. The findings indicate that PAI teachers implemented several strategies, including role modeling, habituation, advice and motivation, continuous supervision, educational rewards and punishments, and collaboration with parents. The factors influencing students’ undisciplined behavior include internal factors, such as low self-awareness and learning motivation, and external factors, including family environment, peer influence, and technological development. These strategies positively contributed to improving students’ discipline, responsibility, compliance with school regulations, and religious character. Therefore, the study concludes that the consistent implementation of educational, preventive, and corrective strategies by PAI teachers effectively supports the development of disciplined behavior and creates a more conducive learning environment at SDN 2 Ngantru. ABSTRAK Perilaku kurang disiplin siswa masih menjadi permasalahan yang sering dijumpai di sekolah dasar dan dapat menghambat proses pembelajaran serta pembentukan karakter peserta didik. Guru Pendidikan Agama Islam (PAI) memiliki peran strategis dalam menanamkan nilai-nilai kedisiplinan melalui berbagai pendekatan yang sesuai dengan karakteristik siswa. Penelitian ini bertujuan untuk mendeskripsikan strategi guru PAI dalam mengatasi perilaku kurang disiplin siswa, mengidentifikasi faktor-faktor yang memengaruhi perilaku tersebut, serta menganalisis dampak strategi yang diterapkan di SDN 2 Ngantru. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan informan yang terdiri atas kepala sekolah, guru PAI, dan siswa. Analisis data dilakukan melalui reduksi data, penyajian data, serta penarikan kesimpulan, sedangkan keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa strategi guru PAI dilaksanakan melalui keteladanan, pembiasaan, pemberian nasihat dan motivasi, pengawasan, penerapan reward dan punishment yang bersifat edukatif, serta kerja sama dengan orang tua. Faktor yang memengaruhi perilaku kurang disiplin meliputi faktor internal berupa rendahnya kesadaran dan motivasi siswa serta faktor eksternal berupa lingkungan keluarga, teman sebaya, dan perkembangan teknologi. Penerapan strategi tersebut memberikan dampak positif terhadap peningkatan kedisiplinan, tanggung jawab, kepatuhan terhadap tata tertib sekolah, serta pembentukan karakter religius siswa. Dengan demikian, strategi guru PAI terbukti berkontribusi dalam membangun budaya disiplin yang mendukung terciptanya lingkungan belajar yang kondusif di SDN 2 Ngantru.

PENGGUNAAN METODE RESITASI DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM DI SD NEGERI Karudin Djonler; Muhamad Sidiq Asyhari
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.v6i3.14130

This study was motivated by the low level of student participation and learning outcomes in Islamic Religious Education (PAI) at SD Negeri 2 Pucungkidul. The learning process was still predominantly teacher-centered, causing students to be less active, independent, and responsible in completing learning tasks. Therefore, an effective instructional method was needed to improve students' learning outcomes. This study aimed to describe: (1) the implementation of the recitation method in Islamic Religious Education learning, (2) the effectiveness of the recitation method in improving students' learning outcomes, and (3) the supporting and inhibiting factors influencing its implementation. This research employed a qualitative descriptive approach. Data were collected through observations, interviews, and documentation involving the Islamic Religious Education teacher and students of SD Negeri 2 Pucungkidul. The data were analyzed using the stages of data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings showed that the recitation method was implemented systematically through lesson planning, task assignment, supervision, and evaluation. The method successfully improved students' activeness, discipline, responsibility, and understanding of learning materials, resulting in better learning outcomes. Supporting factors included teacher competence, student motivation, adequate learning facilities, parental support, and a conducive school environment. Meanwhile, the inhibiting factors were differences in students' academic abilities, limited instructional time, low learning motivation among some students, and inadequate parental supervision. Overall, the recitation method proved to be an effective learning strategy for improving learning outcomes in Islamic Religious Education at the elementary school level. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya keaktifan dan hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI) di SD Negeri 2 Pucungkidul. Proses pembelajaran masih didominasi oleh guru sehingga siswa cenderung pasif, kurang mandiri, dan belum memiliki tanggung jawab yang optimal dalam menyelesaikan tugas pembelajaran. Kondisi tersebut menunjukkan perlunya penerapan metode pembelajaran yang mampu meningkatkan keterlibatan siswa serta hasil belajar secara lebih efektif. Penelitian ini bertujuan untuk mendeskripsikan: (1) pelaksanaan metode resitasi dalam pembelajaran Pendidikan Agama Islam, (2) keberhasilan metode resitasi dalam meningkatkan hasil belajar siswa, dan (3) faktor pendukung serta faktor penghambat dalam penerapan metode resitasi. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi dengan melibatkan 1 guru Pendidikan Agama Islam, 1 kepala sekolah, dan 3 siswa SD Negeri 2 Pucungkidul sebagai informan penelitian. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa metode resitasi dilaksanakan melalui perencanaan pembelajaran, pemberian tugas, pembimbingan, dan evaluasi hasil tugas. Penerapan metode ini mampu meningkatkan keaktifan, kedisiplinan, tanggung jawab, serta pemahaman siswa terhadap materi pembelajaran sehingga berdampak pada peningkatan hasil belajar. Faktor pendukung meliputi kompetensi guru, motivasi belajar siswa, ketersediaan sarana pembelajaran, dukungan orang tua, dan lingkungan sekolah yang kondusif. Sementara itu, faktor penghambat meliputi perbedaan kemampuan akademik siswa, keterbatasan waktu pembelajaran, rendahnya motivasi sebagian siswa, dan kurangnya pendampingan orang tua di rumah.

INTERNALISASI NILAI-NILAI AKHLAKUL KARIMAH DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI MI Paiman Renhoat
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.v6i3.14192

The internalization of akhlakul karimah (noble moral values) in Islamic Religious Education plays a crucial role in shaping students' character amid the challenges posed by rapid social and technological developments. However, the implementation of value internalization in Islamic elementary schools continues to face various obstacles that affect the effectiveness of character formation. This study aims to analyze teachers' strategies for internalizing akhlakul karimah values, identify the supporting and inhibiting factors, and examine their impact on students' behavior at MI Tarbiyatussibyan, Boyolangu District. This study employed a qualitative approach with a descriptive research design. Data were collected through observations, in-depth interviews with the principal, Islamic Religious Education teachers, and students, as well as documentation. Data were analyzed through the stages of data reduction, data display, and conclusion drawing, while data credibility was ensured through source and technique triangulation. The findings reveal that the internalization of akhlakul karimah values is implemented through exemplary behavior, habituation, advice, positive reinforcement, and continuous supervision integrated into both the learning process and the school's religious culture. The success of this process is supported by teachers' commitment, a religious school environment, and parental support, whereas social influences, digital technology, and differences in students' family backgrounds constitute the main challenges. The study concludes that the internalization of akhlakul karimah values contributes significantly to the development of students' religious attitudes, discipline, responsibility, politeness, and mutual respect. Therefore, Islamic Religious Education should not only focus on cognitive achievement but also serve as a continuous process of character development. ABSTRAK Internalisasi nilai-nilai akhlakul karimah dalam pembelajaran Pendidikan Agama Islam memiliki peran penting dalam membentuk karakter peserta didik di tengah berbagai tantangan perkembangan sosial dan teknologi. Namun, implementasi penanaman nilai di lingkungan madrasah masih menghadapi berbagai kendala yang memengaruhi efektivitas pembentukan karakter. Penelitian ini bertujuan untuk menganalisis strategi guru dalam menginternalisasikan nilai-nilai akhlakul karimah, mengidentifikasi faktor pendukung dan penghambat, serta mendeskripsikan dampaknya terhadap perilaku peserta didik di MI Tarbiyatussibyan Kecamatan Boyolangu. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data penelitian dikumpulkan melalui observasi, wawancara mendalam dengan kepala madrasah, guru Pendidikan Agama Islam, dan peserta didik, serta dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa internalisasi nilai-nilai akhlakul karimah dilaksanakan melalui keteladanan, pembiasaan, pemberian nasihat, penguatan perilaku, dan pengawasan yang terintegrasi dalam proses pembelajaran maupun budaya religius madrasah. Keberhasilan proses tersebut didukung oleh komitmen guru, budaya religius madrasah, dan dukungan keluarga, sedangkan pengaruh lingkungan sosial, perkembangan teknologi digital, dan perbedaan latar belakang keluarga menjadi faktor penghambat. Internalisasi nilai-nilai akhlakul karimah berkontribusi terhadap terbentuknya perilaku religius, disiplin, tanggung jawab, sopan santun, serta sikap saling menghormati, sehingga pembelajaran Pendidikan Agama Islam tidak hanya berorientasi pada penguasaan pengetahuan, tetapi juga pada pembentukan karakter peserta didik secara berkelanjutan.

AKSELERASI MOTIVASI DAN HASIL BELAJAR SISWA SEKOLAH DASAR MELALUI PEMANFAATAN MEDIA MANIPULATIF BLOCK DIENES Veronica Yonita Wongkar; Stief Aristo Walewangko; Agustina Regina Banua; Ignatius Rolly Cun Rorah
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.v6i3.14269

The primary issue examined in this study concentrates on the inadequate levels of motivation and defective learning outcomes in mathematics, particularly with regard to place value, among third-grade students at SD Negeri 72 Manado. The acceleration of student motivation and learning outcomes was achieved through modifications to instructional practices, including the use of block dienes media, and the implementation of specific and practical classroom management strategies. The subjects of this study were 24 third-grade students.The present study was conceived as a classroom-based action research project, which comprised two cycles of planning, action, observation, and reflection. The data presented herein were collected via a series of empirical methods, including tests, observations, interviews, documentation, and a learning motivation questionnaire. The findings of the study suggest that the utilisation of Dienes blocks as a medium for instruction can enhance students' motivation and academic performance in the domain of mathematics. With regard to the learning outcomes, the results of the students' pre-cycle tests demonstrated that a mere two out of 24 students met the proficiency standards, resulting in a proficiency rate of 8.33%. In Cycle I, the results of the assessments indicated that 8 out of 24 students demonstrated proficiency, with a proficiency rate of 33.33%. The number of students who met the proficiency criteria in Cycle II increased to 21 students, with a proficiency rate of 87%. Furthermore, an enhancement in students' learning motivation was also observed. In Cycle I, the mean score for learning motivation was 61.66%, with all motivation indicators falling within the "moderate" category. In Cycle II, the students' learning motivation score reached 93.28%, meeting the "very high" criterion. It has been demonstrated that the utilisation of Dienes blocks as a medium for manipulation has been shown to enhance the motivation and learning outcomes of third-grade students at SD Negeri 72 Manado. It is recommended that teachers utilise Dienes blocks in mathematics instruction at the elementary school level. ABSTRAK Masalah utama penelitian ini adalah rendahnya motivasi dan hasil belajar matematika khususnya materi nilai tempat, siswa kelas 3 SD Negeri 72 Manado. Penelitian ini bertujuan untuk mengakselerasi motivasi dan hasil belajar matematika siswa melalui pemanfaatan media manipulatif block dienes serta penanganan kelas secara spesifik dan nyata. Subjek penelitian ini adalah 24 siswa kelas 3. Penelitian ini disusun menurut skema penelitian tindakan kelas dalam 2 siklus yang terdiri dari perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data penelitian dikumpulkan melalui tes, observasi, wawancara, dokumentasi dan pengisian angket motivasi belajar. Hasil penelitian menunjukkan bahwa penggunaan media manipulatif block dienes dapat meningkatkan motivasi dan hasil belajar matematika siswa. Pada area hasil belajar, hasil tes prasiklus siswa menunjukkan bahwa hanya terdapat 2 dari 24 siswa yang tuntas, dengan persentase ketuntasan sebesar 8,33%. Pada siklus I, hasil tes menunjukkan terdapat 8 dari 24 siswa dinyatakan tuntas dengan persentase ketuntasan mencapai 33,33%. Jumlah siswa tuntas pada siklus II meningkat menjadi 21 siswa dengan persentase ketuntasan 87%. Peningkatan juga terlihat pada motivasi belajar siswa. Motivasi belajar siklus 1 memperoleh skor sebesar 61,66%, dengan semua indikator motivasi termasuk dalam kriteria ‘sedang’. Pada siklus II, skor motivasi belajar siswa mencapai 93,28%, dengan kriteria ‘sangat tinggi’. Dengan demikian, pemanfaatan media manipulatif block dienes terbukti secara efektif dapat meningkatkan motivasi dan hasil belajar siswa kelas 3 SD Negeri 72 Manado. Disarankan kepada guru agar menggunakan media block dienes dalam pembelajaran matematika di Sekolah Dasar.

HUBUNGAN BODY IMAGE DISSATISFACTION DENGAN INTENSITAS BERMAKE-UP PADA MAHASISWI BK UNIVERSITAS PANCASAKTI TEGAL Zahra Durrotul Hikmah; Sri adi Nurhayati; Hastin Budisiwi
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.v6i3.14302

ABSTRACT This study was motivated by the increasing intensity of make-up use among female university students, which was assumed to be related to body image dissatisfaction. The study aimed to determine the level of make-up use intensity, the level of body image dissatisfaction, and the relationship between these two variables among students of the Guidance and Counseling Study Program at Universitas Pancasakti Tegal. This research employed a quantitative approach with a correlational method and an ex post facto design. The population consisted of 120 Guidance and Counseling students from semesters II, IV, VI, and VIII, with a sample of 48 respondents selected through purposive sampling. Data were collected using research instruments measuring make-up use intensity and body image dissatisfaction. Data analysis was conducted using the Pearson Product Moment correlation test after fulfilling the prerequisite tests of normality and linearity. The results showed that make-up use intensity was dominated by the moderate category (52.08%) and high category (45.83%), while body image dissatisfaction was also dominated by the moderate category (50.00%) and high category (45.83%). The correlation analysis resulted in a correlation coefficient of r = 0.227 with a significance value (1-tailed) of 0.060 (p > 0.05), indicating that there was no significant relationship between body image dissatisfaction and make-up use intensity. These findings suggest that make-up use intensity among female students may be influenced by other factors, such as self-confidence, social environment, peer influence, and social media trends. ABSTRAK Penelitian ini dilatarbelakangi oleh fenomena meningkatnya intensitas penggunaan make-up pada mahasiswi yang diduga berkaitan dengan ketidakpuasan terhadap citra tubuh (body image dissatisfaction). Penelitian ini bertujuan untuk mengetahui tingkat intensitas ber-make-up, tingkat body image dissatisfaction, serta hubungan antara kedua variabel tersebut pada mahasiswi Program Studi Bimbingan dan Konseling Universitas Pancasakti Tegal. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional dan desain ex post facto. Populasi penelitian berjumlah 120 mahasiswi BK semester II, IV, VI, dan VIII, dengan sampel sebanyak 48 responden yang ditentukan melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan instrumen penelitian yang mengukur intensitas ber-make-up dan body image dissatisfaction. Data dianalisis menggunakan uji korelasi Pearson Product Moment setelah melalui uji prasyarat normalitas dan linearitas. Hasil penelitian menunjukkan bahwa intensitas ber-make-up berada pada kategori sedang sebesar 52,08% dan kategori tinggi sebesar 45,83%, sedangkan body image dissatisfaction berada pada kategori sedang sebesar 50,00% dan kategori tinggi sebesar 45,83%. Hasil uji korelasi menunjukkan nilai koefisien korelasi sebesar r = 0,227 dengan nilai signifikansi (1-tailed) sebesar 0,060 (p > 0,05), sehingga tidak terdapat hubungan yang signifikan antara body image dissatisfaction dan intensitas ber-make-up. Temuan penelitian menunjukkan bahwa penggunaan make-up pada mahasiswi kemungkinan dipengaruhi oleh faktor lain, seperti kepercayaan diri, lingkungan sosial, pengaruh teman sebaya, dan perkembangan tren media sosial.

PEMULIHAN KEPERCAYAAN DIRI SISWA SMA YANG MENGALAMI TRAUMA AKIBAT BULLYING MELALUI LAYANAN KONSELING INDIVIDU Meila Sabrina; Hanung Sudibyo; Mulyani
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.v6i3.14343

ABSTRACT This study was motivated by the increasing incidence of bullying in schools, which has led to psychological trauma and decreased self-confidence among student victims. The study aimed to describe the implementation of individual counseling using the Rational Emotive Behavior Therapy (REBT) technique to restore the self-confidence of students who experienced trauma due to verbal bullying. A descriptive qualitative approach was employed, involving two tenth-grade students at SMA Negeri 2 Slawi, identified by the initials FA and EK. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings revealed that individual counseling using the REBT technique helped both students identify and replace irrational beliefs resulting from bullying experiences with more rational and positive ways of thinking. These cognitive changes contributed to improved self-confidence, as reflected in the students' willingness to interact with others, express their opinions, and participate more actively in school activities. The study concludes that individual counseling with the REBT technique is effective in restoring the self-confidence of bullying victims and can serve as both a preventive and curative counseling strategy to promote students' psychological well-being in the school environment. ABSTRAK Penelitian ini dilatarbelakangi oleh meningkatnya kasus bullying di lingkungan sekolah yang berdampak pada trauma psikologis dan menurunnya rasa percaya diri siswa korban. Penelitian ini bertujuan untuk mendeskripsikan penerapan layanan konseling individu dengan teknik Rational Emotive Behavior Therapy (REBT) dalam membantu memulihkan rasa percaya diri siswa yang mengalami trauma akibat bullying verbal. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian dua siswa kelas X SMA Negeri 2 Slawi yang berinisial FA dan EK. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa layanan konseling individu dengan teknik REBT mampu membantu kedua siswa mengidentifikasi dan mengubah pola pikir irasional yang muncul akibat pengalaman bullying menjadi keyakinan yang lebih rasional dan positif. Perubahan tersebut berdampak pada meningkatnya keberanian siswa untuk berinteraksi, menyampaikan pendapat, serta menampilkan diri dengan lebih percaya diri di lingkungan sekolah. Penelitian ini menyimpulkan bahwa layanan konseling individu dengan teknik REBT efektif mendukung pemulihan kepercayaan diri siswa korban bullying dan dapat dijadikan sebagai alternatif layanan preventif maupun kuratif dalam upaya meningkatkan kesejahteraan psikologis siswa di sekolah.

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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

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