Garuda - Garba Rujukan Digital

DIGITALISASI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN STUDENT ENGAGEMENT PADA PENDIDIKAN PANCASILA Sefti Tri Wahyuni; Romadhon Romadhon; Luluk Masruroh Z
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.12648

ABSTRACT This study aims to describe the implementation of digitalization of learning media in Pancasila Education and its impact on learning motivation and student engagement at the high school level. This study uses a descriptive qualitative approach with data collection techniques in the form of in-depth interviews, participatory observation, and documentation. Researchers used descriptive data analysis to draw conclusions and used triangulation techniques to test the validity of the data. The research participants consisted of nine informants including two Pancasila Education teachers and seven students. The results of the study indicate that the digitalization of learning media in Pancasila Education at SMA Negeri 6 Malang is implemented in an integrated manner by utilizing digital media such as the use of PowerPoint, Canva, Wordwall, learning videos, and digital-based evaluation applications in a varied and contextual manner. Media are selected based on the suitability of the material and are designed with an attractive appearance and structured presentation of information. The implementation of digitalization is supported by teacher competence, school facilities such as wifi and projectors, and easy access to digital platforms. This application has a positive impact on student motivation and engagement, marked by increased enthusiasm, participation, activeness, responsiveness, effort and initiative as well as emotional involvement of students. Activities such as digital quizzes and making assignments through digital learning media also strengthen students' understanding of the material. Overall, the digitalization of learning media contributes to increasing learning motivation and student engagement, especially in Pancasila Education. ABSTRAK Penelitian ini bertujuan mendeskripsikan penerapan digitalisasi media pembelajaran pada Pendidikan Pancasila serta dampaknya terhadap motivasi belajar dan student engagement di tingkat SMA. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara mendalam, observasi partisipatif, dan dokumentasi. Peneliti menggunakan analisis data secara deskriptif untuk meanrik Kesimpulan dan menggunakan teknik triangulasi untuk menguji keabsahan data. Partisipan penelitian terdiri atas sembilan informan yang meliputi dua guru Pendidikan Pancasila dan tujuh siswa. Hasil penelitian menunjukkan bahwa digitalisasi media pembelajaran dalam Pendidikan Pancasila di SMA Negeri 6 Malang diterapkan secara terintegrasi dengan memanfaatkan media digital seperti penggunaan powerpoint, canva, wordwall, video pembelajaran, serta aplikasi evaluasi berbasis digital secara variatif dan kontekstual. Media dipilih berdasarkan kesesuaian materi dan dirancang dengan tampilan menarik serta penyajian informasi yang terstruktur. Implementasi digitalisasi didukung oleh kompetensi guru, fasilitas sekolah seperti wifi dan proyektor, serta kemudahan akses platform digital. Penerapan ini memberikan dampak positif terhadap motivasi dan keterlibatan siswa, ditandai dengan meningkatnya antusiasme, partisipasi, keaktifan, responsif, usaha dan inisiatif serta keterlibatan emosional siswa. Kegiatan seperti kuis digital dan pembuatan tugas melalui media pembelajaran digital juga memperkuat pemahaman siswa terhadap materi. Secara keseluruhan, digitalisasi media pembelajaran berkontribusi meningkatkan motivasi belajar dan student engagement khususnya pada Pendidikan Pancasila.

PENGARUH PEMBELAJARAN BERBASIS GAMIFIKASI TERHADAP PENGUASAAN MUFRADAT DAN SELF-EFFICACY DALAM PEMBELAJARAN BAHASA ARAB PADA SISWA KELAS III MI Syarifah Rana Aulia; Muhammad Azhar
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.13082

Research that simultaneously examines the effect of gamification on vocabulary mastery and Arabic self-efficacy at the elementary school level, particularly in the tahfidz boarding school environment, is still very limited. This study aims to fill this gap by concurrently analyzing the vocabulary mastery and self-efficacy of third-grade MI students in gamification-based Arabic learning—an approach that has not been widely applied in the context of elementary-level tahfidz boarding schools. The study employs a quantitative approach with a one-group pretest-posttest experimental design, using total sampling technique on 32 third-grade students of Pondok Pesantren Tahfidz Al-Manshurah. Vocabulary mastery data were obtained through tests, while self-efficacy data were collected through questionnaires. Data analysis used the Shapiro-Wilk normality test, Paired Samples t-Test, and effect size calculation (Cohen’s d and Hedges’ g). The results showed that all data were normally distributed, and there was a significant increase in both vocabulary mastery and self-efficacy among students, in both female and male groups, with a very large effect category. It is concluded that gamification is proven effective in improving vocabulary mastery while also strengthening students' self-efficacy, thus having the potential to become an innovative learning strategy in boarding schools and Islamic educational institutions. ABSTRAK Penelitian yang secara simultan mengkaji pengaruh gamifikasi terhadap penguasaan mufradat dan self-efficacy bahasa Arab pada jenjang sekolah dasar, khususnya di lingkungan pesantren tahfidz, masih sangat terbatas. Penelitian ini hadir untuk mengisi kesenjangan tersebut dengan menganalisis secara bersamaan penguasaan mufradat dan self-efficacy siswa kelas III MI dalam pembelajaran bahasa Arab berbasis gamifikasi—sebuah pendekatan yang belum banyak diterapkan dalam konteks pesantren tahfidz tingkat dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen one-group pretest-posttest melalui teknik total sampling erhadap siswa kelas III Pondok Pesantren Tahfidz Al-Manshurah yang berjumlah 32 siswa. Data penguasaan kosakata diperoleh melalui tes, sedangkan data self-efficacy dikumpulkan melalui angket. Analisis data menggunakan uji normalitas Shapiro-Wilk, Paired Samples t-Test, serta perhitungan effect size (Cohen’s d dan Hedges’ g). Hasil penelitian menunjukkan bahwa seluruh data berdistribusi normal serta terjadi peningkatan yang signifikan pada penguasaan kosakata maupun self-efficacy siswa, baik pada kelompok perempuan maupun laki-laki, dengan kategori pengaruh yang sangat besar. Disimpulkan bahwa gamifikasi terbukti efektif meningkatkan penguasaan kosakata sekaligus memperkuat self-efficacy siswa, sehingga berpotensi menjadi strategi pembelajaran inovatif di lingkungan pesantren dan lembaga pendidikan Islam.

PERAN LEMBAGA BIMBINGAN BELAJAR PRIVAT ASSALAM DALAM MENUMBUHKAN KEPERCAYAAN DIRI BELAJAR SISWA SEKOLAH DASAR Adya Dwityasari; Nurratri Kurnia Sari
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.13094

ABSTRACT Students’ learning confidence at the elementary school level does not always develop through academic learning alone, particularly when they remain hesitant to ask questions, answer questions, express their opinions, or complete tasks without assistance. This condition provided the basis for examining the role of the Assalam Private Tutoring Institution in fostering students’ learning confidence through their experiences during tutoring sessions. The study employed a qualitative approach with an exploratory design and involved two tutors and three elementary school students who were selected through purposive sampling based on their direct involvement in the tutoring activities. Data were obtained through non-participant observation, open-ended interviews, and documentation, and were subsequently examined through data reduction, data display, and conclusion drawing. The trustworthiness of the findings was established through source and technique triangulation. The findings reveal that tutoring practices characterized by positive reinforcement, individual attention, open communication, opportunities for participation, and a comfortable learning environment provided students with greater space to engage actively. This was reflected in their willingness to ask questions, answer questions, express opinions, attempt to complete tasks independently, and persist when facing difficulties. These findings suggest that private tutoring can function as a learning environment that supports the development of students’ confidence in their own abilities while also fostering greater independence in navigating academic learning. ABSTRAK Kepercayaan diri belajar siswa sekolah dasar tidak selalu berkembang melalui pembelajaran akademik semata, terutama ketika mereka masih ragu untuk bertanya, menjawab, menyampaikan pendapat, atau menyelesaikan tugas tanpa bantuan. Kondisi tersebut menjadi dasar penelitian yang menelaah peran Lembaga Bimbingan Belajar Privat Assalam dalam menumbuhkan kepercayaan diri siswa melalui pengalaman pendampingan belajar. Penelitian menggunakan pendekatan kualitatif dengan desain eksploratif dan melibatkan dua tutor serta tiga siswa sekolah dasar yang dipilih secara purposive sesuai keterlibatan langsung mereka dalam kegiatan bimbingan. Data diperoleh melalui observasi nonpartisipatif, wawancara terbuka, dan dokumentasi, kemudian ditelaah melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan informasi diperiksa dengan triangulasi sumber dan teknik. Hasil penelitian memperlihatkan bahwa pendampingan yang memberikan penguatan positif, perhatian individual, komunikasi terbuka, kesempatan berpartisipasi, dan suasana belajar yang nyaman memberi ruang bagi siswa untuk lebih berani terlibat. Perubahan tersebut tampak pada keberanian bertanya, menjawab pertanyaan, mengemukakan pendapat, mencoba menyelesaikan tugas secara mandiri, serta tetap berusaha ketika menghadapi kesulitan. Temuan ini memperlihatkan bahwa bimbingan privat dapat berfungsi sebagai ruang belajar yang mendukung perkembangan keyakinan diri sekaligus kemandirian siswa dalam menghadapi proses akademik secara lebih percaya diri.

PENGARUH MEDIA PEMBELAJARAN IPS BERBASIS CANVA TERHADAP KEJENUHAN BELAJAR SISWA Kholidah Qurrrota A’yuninah; Yuswanti Ariani Wirahayu; Sa'diya Nuraini; Naimu Shudur; Muhammad Maulana Akbar
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.13353

ABSTRACT Learning burnout is a common problem experienced by students during the learning process, particularly in Social Studies (IPS), which tends to be theoretical in nature. The lack of innovative learning media may reduce students' interest and participation in classroom learning. This study aimed to examine the effect of Canva-based Social Studies learning media on students' learning burnout at SMP Negeri 15 Malang. The research employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The participants consisted of 33 students from Class VIII H selected through saturated sampling. Data were collected using a learning burnout questionnaire based on a four-point Likert scale that had been tested for validity and reliability. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon Signed Rank Test, and effect size analysis with the assistance of SPSS software. The findings indicated that the use of Canva-based Social Studies learning media had a significant effect on reducing students' learning burnout. The Wilcoxon Signed Rank Test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the pretest and posttest scores. Furthermore, the effect size value of 0.88 indicated a large effect, demonstrating that the use of Canva had a strong impact on reducing students' learning burnout. Therefore, Canva-based Social Studies learning media can be considered an effective alternative for creating a more engaging, interactive, and enjoyable learning environment, thereby increasing students' participation and reducing learning burnout. ABSTRAK Kejenuhan dalam proses belajar merupakan masalah umum yang sering dihadapi oleh pelajar, terutama pada pelajaran Ilmu Pengetahuan Sosial (IPS) yang cenderung bersifat teoretis. Ketidakhadiran media pembelajaran yang inovatif dapat mengurangi minat dan partisipasi siswa. Penelitian ini memiliki tujuan untuk mengeksplorasi dampak penggunaan media pembelajaran IPS berbasis Canva terhadap tingkat kejenuhan yang dialami siswa di SMP Negeri 15 Malang. Pendekatan kuantitatif dengan metode desain pra-eksperimental jenis one-group pretest-posttest digunakan dalam studi ini. Terdapat 33 siswa dari kelas VIII H yang terlibat dan dipilih dengan teknik sampling jenuh. Kuesioner mengenai kejenuhan belajar telah dikumpulkan yang menggunakan skala Likert empat poin yang sudah memenuhi standar validitas dan reliabilitas. Penanganan data dilakukan dengan analisis statistik deskriptif, uji normalitas Shapiro-Wilk, uji Wilcoxon Signed Rank Test, serta perhitungan effect size menggunakan SPSS. Temuan penelitian mengindikasikan bahwa pemanfaatan media pembelajaran IPS berbasis Canva mempunyai dampak signifikan dalam menurunkan tingkat kejenuhan belajar siswa. Uji Wilcoxon menunjukkan nilai signifikansi mencapai 0,000 (p < 0,05), yang mencerminkan adanya perbedaan signifikan antara hasil pretest dan posttest. Selain itu, nilai effect size sebesar 0,88 menunjukkan pengaruh yang kuat dari penggunaan Canva dalam mengurangi kejenuhan belajar siswa. Maka dari itu, media pembelajaran IPS yang berbasis Canva dapat dianggap sebagai alternatif yang efektif agar proses belajar yang lebih menarik, interaktif, dan menyenankan, agar partisipasi siswa dapat meningkat serta menekan tingkat kejenuhan mereka.

IMPLEMENTASI PENDEKATAN DEEP LEARNING PADA PEMBELAJARAN KURIKULUM MERDEKA DI MADRASAH IBTIDAIYAH NURUL HIDAYAH URANGAGUNG SIDOARJO Khilyatul Isma; Moh. Agus Syairofi Syafi’
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.13385

ABSTRACT The implementation of deep learning within the Merdeka Curriculum in Madrasah Ibtidaiyah takes place in diverse classroom settings, making its quality highly dependent on teachers’ ability to recognize students’ learning needs. This study examines the practice at MI Nurul Hidayah Urangagung Sidoarjo by exploring how learning is designed, implemented, evaluated, and the challenges encountered throughout the process. A descriptive qualitative approach was employed, involving the head of the madrasah and teachers of Grades I–IV selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using the Miles and Huberman model, with data credibility examined through source triangulation. The findings indicate that deep learning principles are reflected in lesson planning that considers students’ characteristics and in learning activities that combine discussion, practical work, group activities, connections to everyday contexts, and learning media. Evaluation also considers both the learning process and outcomes rather than focusing solely on final achievement. Nevertheless, implementation remains challenged by variations in students’ abilities, limited reading skills in lower grades, unstable concentration and self-confidence, and unequal access to learning facilities. These findings suggest that strengthening deep learning requires teachers’ pedagogical capacity and sustained support from the madrasah to facilitate continuous adaptation of learning practices. ABSTRAK Penerapan deep learning dalam Kurikulum Merdeka di Madrasah Ibtidaiyah berlangsung dalam situasi kelas yang beragam, sehingga kualitas penerapannya sangat bergantung pada kemampuan guru membaca kebutuhan peserta didik. Penelitian ini menggambarkan praktik tersebut di MI Nurul Hidayah Urangagung Sidoarjo dengan menelaah bagaimana pembelajaran dirancang, dijalankan, dievaluasi, serta kendala yang menyertainya. Pendekatan kualitatif deskriptif digunakan dengan melibatkan kepala madrasah dan guru kelas I–IV yang dipilih secara purposive sampling. Informasi dihimpun melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman dengan pemeriksaan keabsahan melalui triangulasi sumber. Temuan memperlihatkan bahwa prinsip deep learning telah hadir dalam perencanaan yang menyesuaikan karakteristik peserta didik dan dalam kegiatan belajar yang memadukan diskusi, praktik, kerja kelompok, konteks kehidupan sehari-hari, serta media pembelajaran. Evaluasi juga memperhatikan proses dan hasil belajar, bukan hanya capaian akhir. Meski demikian, penerapannya berhadapan dengan variasi kemampuan peserta didik, keterbatasan membaca pada kelas rendah, konsentrasi dan kepercayaan diri yang belum stabil, serta fasilitas yang belum merata. Temuan ini menegaskan bahwa penguatan pembelajaran mendalam memerlukan kapasitas pedagogis guru dan dukungan madrasah yang memungkinkan adaptasi pembelajaran dilakukan secara berkelanjutan.

PENGARUH LITERASI EKONOMI TERHADAP MINAT BERWIRAUSAHA MAHASISWA PROGRAM STUDI PENDIDIDKAN EKONOMI UNIVERSITAS MUHAMMADIYAH BONE Rafidaeni Rafidaeni; Emmi Azis; Sahiruddin Sahiruddin
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.v6i3.13388

ABSTRACT Students’ entrepreneurial interest is important for encouraging university graduates not only to seek employment but also to create business opportunities. In this context, economic literacy is essential because it helps students understand economic concepts, consider costs and benefits, recognize risks, and manage resources rationally. This study aims to determine the effect of economic literacy on the entrepreneurial interest of students in the Economic Education Study Program at Universitas Muhammadiyah Bone. This study employed a quantitative approach with a causal associative design. The population consisted of 67 students from the 2023 cohort, all of whom were selected as respondents using total sampling. Data were collected through a five-point Likert-scale questionnaire and analyzed using simple linear regression. The results showed that economic literacy had a positive and significant effect on students’ entrepreneurial interest, with a significance value of 0.000 < 0.05 and a coefficient of determination (R²) of 0.619. This means that economic literacy explained 61.9% of the variation in students’ entrepreneurial interest. The findings indicate that strengthening economic literacy can support entrepreneurial interest through learning that integrates economic understanding with real entrepreneurial experiences, particularly in analyzing opportunities, risks, and business decision-making more measurably and responsibly. ABSTRAK Minat berwirausaha mahasiswa penting dalam mendorong lulusan perguruan tinggi tidak hanya mencari pekerjaan, tetapi juga menciptakan peluang usaha. Dalam konteks tersebut, literasi ekonomi diperlukan karena membantu mahasiswa memahami konsep ekonomi, mempertimbangkan biaya dan manfaat, mengenali risiko, serta mengelola sumber daya secara rasional. Penelitian ini bertujuan mengetahui pengaruh literasi ekonomi terhadap minat berwirausaha mahasiswa Program Studi Pendidikan Ekonomi Universitas Muhammadiyah Bone. Penelitian menggunakan pendekatan kuantitatif dengan jenis asosiatif kausal. Populasi penelitian berjumlah 67 mahasiswa angkatan 2023 dan seluruhnya dijadikan responden melalui teknik total sampling. Data dikumpulkan menggunakan kuesioner skala Likert dan dianalisis dengan regresi linear sederhana. Hasil penelitian menunjukkan bahwa literasi ekonomi berpengaruh positif dan signifikan terhadap minat berwirausaha, dengan signifikansi 0,000 < 0,05 dan koefisien determinasi (R²) sebesar 0,619. Artinya, literasi ekonomi mampu menjelaskan 61,9% variasi minat berwirausaha mahasiswa. Temuan ini menunjukkan bahwa penguatan literasi ekonomi dapat menjadi strategi penting untuk mendukung pengembangan minat berwirausaha melalui pembelajaran yang mengintegrasikan pemahaman ekonomi dengan pengalaman kewirausahaan nyata, terutama dalam kemampuan menganalisis peluang, risiko, dan pengambilan keputusan usaha secara lebih terukur dan bertanggung jawab.

PENGARUH PEMBELAJARAN BERBASIS PERMAINAN (GAME-BASED LEARNING) TERHADAP MINAT BELAJAR BAHASA ARAB PADA SISWA KELAS I Anisah Ramadhani; Resy Mulyani
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.13436

Arabic language learning in elementary schools is still predominantly characterized by conventional methods oriented toward lectures and memorization, which are less effective in fostering students’ learning interest. This condition becomes more complex in tahfizh-based schools, where students have already participated in memorization activities before academic learning begins, potentially leading to learning fatigue. Although Game-Based Learning has been widely studied across various subjects, empirical evidence regarding its effectiveness in increasing students’ interest in learning Arabic in tahfizh-based elementary schools remains limited. This study aims to analyze the effect of Game-Based Learning on Arabic language learning interest among first-grade students at Sekolah Tahfizh Attamam Sepakat and to provide empirical evidence regarding its implementation in the context of tahfizh-based schools. The study employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The sampling technique was purposive sampling, with the research subjects divided into two groups: an experimental group consisting of 22 students who received game-based instruction and a control group consisting of 23 students who received conventional instruction. Data were collected through learning interest questionnaires, observations, and documentation, and were analyzed using descriptive statistics, normality tests, homogeneity tests, an independent-samples t-test, and an N-Gain test. The results showed that the implementation of Game-Based Learning had a positive and significant effect on increasing students’ interest in learning Arabic compared with conventional instruction. These findings indicate that Game-Based Learning can serve as an innovative learning strategy that supports more active, interactive, and enjoyable Arabic language learning in tahfizh-based elementary schools. ABSTRAK Pembelajaran bahasa Arab di sekolah dasar masih didominasi oleh metode konvensional yang berorientasi pada ceramah dan hafalan, sehingga kurang mampu membangun minat belajar siswa. Kondisi tersebut menjadi semakin kompleks pada sekolah berbasis tahfizh karena siswa telah mengikuti aktivitas menghafal sebelum pembelajaran akademik dimulai, sehingga berpotensi menimbulkan kejenuhan belajar. Meskipun Game-Based Learning telah banyak diteliti pada berbagai mata pelajaran, bukti empiris mengenai efektivitasnya dalam meningkatkan minat belajar bahasa Arab pada siswa sekolah dasar berbasis tahfizh masih terbatas. Penelitian ini bertujuan menganalisis pengaruh Game-Based Learning terhadap minat belajar bahasa Arab pada siswa kelas I Sekolah Tahfizh Attamam Sepakat sekaligus memberikan bukti empiris mengenai penerapannya dalam konteks sekolah tahfizh. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment melalui desain Pretest–Posttest Control Group Design. Teknik pengambilan sampel menggunakan purposive sampling, di mana subjek penelitian dibagi menjadi dua kelompok, yaitu kelompok eksperimen (22 siswa) yang memperoleh pembelajaran berbasis permainan dan kelompok kontrol (23 siswa) yang menggunakan pembelajaran konvensional. Data dikumpulkan melalui angket minat belajar, observasi, dan dokumentasi, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, independent sample t-test, dan uji N-Gain. Hasil penelitian menunjukkan bahwa penerapan Game-Based Learning memberikan pengaruh positif dan signifikan terhadap peningkatan minat belajar bahasa Arab dibandingkan dengan pembelajaran konvensional. Temuan ini menunjukkan bahwa Game-Based Learning dapat menjadi strategi pembelajaran inovatif yang mendukung terciptanya pembelajaran bahasa Arab yang lebih aktif, interaktif, dan menyenangkan pada sekolah dasar berbasis tahfizh.

STRATEGI GURU DALAM MENGELOLA KECEMASAN BERBAHASA SISWA KELAS VI PADA MAHARAH KALAM BAHASA ARAB Fadhilatul U’lya; M Ripani Saputra
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.13746

Arabic language learning as a foreign language is frequently hindered by foreign language anxiety, thereby affecting students' mastery of maharah kalam (speaking skills). However, if students continuously experience such anxiety, the objective of speaking instruction to enhance oral competence in Arabic will be difficult to achieve. This study aims to: 1) identify the factors causing speaking anxiety among sixth-grade students at SDIT Imam Ahmad, 2) describe effective teacher strategies in managing this anxiety, and 3) analyze the constraints and effectiveness of the applied strategies. This study employed a descriptive qualitative approach. The research subjects consisted of 1 Arabic language teacher and 15 sixth-grade students selected using a purposive sampling technique based on high to moderate speaking anxiety levels. The research activities will be conducted from February to April 2026. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model (data reduction, data display, and verification). The results revealed that anxiety was triggered by internal factors, such as low self-confidence and fear of makhraj or vowel errors, as well as external factors in the form of peer social pressure. Strategies proven to be effective included gradual speaking exercises (from pairs to small groups), role-play, ice breaking, modelling, gentle correction, and positive reinforcement through praise. However, implementation was still constrained by limited instructional time, lack of supporting media, and excessive teaching workloads. This study concludes that a humanistic-systematic teacher strategy plays a significant role in reducing language anxiety while enhancing students' maharah kalam proficiency. These findings emphasize the urgency of synergy among teachers, school administration, and parents in building a conducive and supportive Arabic language environment. ABSTRAK Pembelajaran bahasa Arab sebagai bahasa asing sering kali terhambat oleh kecemasan berbahasa (foreign language anxiety) sehingga memengaruhi penguasaan maharah kalam siswa. Namun, apabila kecemasan tersebut terus dialami oleh siswa, maka tujuan pembelajaran berbicara untuk meningkatkan kompetensi lisan dalam bahasa Arab akan sulit tercapai. Penelitian ini bertujuan untuk: 1) mengidentifikasi faktor penyebab kecemasan berbicara siswa kelas VI SDIT Imam Ahmad, 2) mendeskripsikan strategi guru yang efektif dalam mengelola kecemasan tersebut, 3) menganalisis kendala dan efektivitas strategi yang diterapkan. Penelitian menggunakan pendekatan kualitatif deskriptif. Subjek penelitian terdiri dari 1 orang guru bahasa Arab dan 15 siswa kelas VI yang dipilih menggunakan teknik purposive sampling berdasarkan tingkat kecemasan berbicara dalam kategori tinggi hingga sedang. Kegiatan penelitian dilakukan pada bulan Februari–April 2026. Pengumpulan data dilakukan melalui teknik observasi, wawancara, dan dokumentasi, yang dianalisis menggunakan model Miles dan Huberman (reduksi, penyajian, dan verifikasi data). Hasil penelitian mengungkapkan bahwa kecemasan dipicu oleh faktor internal, seperti rendahnya kepercayaan diri dan ketakutan akan kesalahan makhraj/harakat, serta faktor eksternal berupa tekanan sosial teman sebaya. Strategi yang terbukti efektif meliputi latihan berbicara bertahap (berpasangan hingga kelompok kecil), role-play, ice breaking, modelling, koreksi halus, serta penguatan positif berupa pujian. Namun, implementasinya masih terkendala oleh keterbatasan waktu pembelajaran, minimnya media pendukung, dan beban mengajar yang berlebih. Penelitian ini menyimpulkan bahwa strategi guru yang bersifat humanis-sistematis berperan signifikan dalam mereduksi kecemasan berbahasa sekaligus meningkatkan kecakapan maharah kalam siswa. Temuan ini menegaskan urgensi sinergi antara guru, pihak sekolah, dan orang tua dalam membangun lingkungan berbahasa Arab yang kondusif dan suportif.

PERAN BUDAYA FANDOM DALAM PEMBENTUKAN IDENTITAS SOSIAL GENERASI Z DI KALANGAN SISWA SMP Maulina Vivin Utari; Babul Bahrudin; Nining Winarsih
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.13772

This study is motivated by the increasing involvement of Generation Z adolescents in K-Pop fan culture, which has fostered fanbase communities through practices such as content consumption, social media activities, and interactions among fans. Thus, fandom is not merely understood as a form of entertainment but also as a space for the formation of social identity. This study aims to describe the meanings and experiences of junior high school students at SMPN 2 Maron in engaging with K-Pop fandom culture, analyze the representation of Generation Z's social identity reflected through fanbase activities, and understand how fandom is represented through communication practices, self-expression, and social interaction dynamics within fan communities. The study employed a qualitative method with a case study approach and was conducted from May to July 2026. Data were collected through in-depth interviews, observations, and relevant documentation, while participants were selected using purposive sampling based on specific criteria, namely students of SMPN 2 Maron who were actively involved in K-Pop fandom. The data were analyzed using qualitative analysis techniques through the stages of data reduction, data presentation, and gradual conclusion drawing based on emerging themes. The findings are expected to demonstrate that students' involvement in K-Pop fanbases contributes to the formation of social identity through their perceptions of fan groups, practices of supporting idols, and the development of a sense of attachment and social recognition among members. The findings also highlight representations of Generation Z through self-expression, communication language and activities, and the ways students position themselves within the social dynamics of the school environment and fan communities. ABSTRAK Penelitian ini dilatarbelakangi oleh meningkatnya keterlibatan remaja Generasi Z dalam budaya penggemar K-Pop yang membentuk komunitas fanbase melalui praktik seperti konsumsi konten, aktivitas di media sosial, serta interaksi antar sesama penggemar, sehingga fandom tidak hanya dipahami sebagai hiburan tetapi juga sebagai ruang pembentukan identitas sosial. Penelitian ini bertujuan untuk mendeskripsikan pemaknaan dan pengalaman siswa SMP 2 Maron dalam menjalani budaya fandom K-Pop, menganalisis representasi identitas sosial Generasi Z yang tampak melalui aktivitas fanbase, serta memahami bagaimana fandom direpresentasikan melalui praktik komunikasi, ekspresi diri, dan dinamika interaksi sosial di lingkungan penggemar. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Penelitian ini dilaksanakan pada bulan Mei–Juli 2026. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi yang relevan, sedangkan partisipan ditentukan melalui purposive sampling sesuai kriteria tertentu, yaitu siswa SMP 2 Maron yang aktif terlibat dalam fandom K-Pop. Data dianalisis menggunakan teknik analisis kualitatif melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan secara bertahap berdasarkan tema-tema yang muncul. Hasil penelitian diharapkan dapat menunjukkan bahwa keterlibatan siswa dalam fanbase K-Pop berperan dalam pembentukan identitas sosial melalui cara pandang terhadap kelompok penggemar, praktik dukungan terhadap idola, serta terbentuknya rasa keterikatan dan pengakuan sosial di antara anggota, sekaligus memperlihatkan bentuk representasi Generasi Z dalam ekspresi diri, bahasa/aktivitas komunikasi, dan cara siswa memposisikan diri di tengah dinamika sosial sekolah dan komunitas penggemar.

PENINGKATAN GERAK DASAR LOKOMOTOR LARI MELALUI MEDIA KARTU BERBASIS CIRCUIT GAMES PESERTA DIDIK KELAS V SD Ahmad Uzairon; Akhmad Amirudin; Perdinanto Perdinanto; Achmad Maulana
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.13976

ABSTRACT This study was conducted in response to issues identified in the teaching of basic locomotor running skills in elementary schools, namely the low level of mastery of running techniques, suboptimal student motivation, and the predominant use of conventional teaching methods, which have resulted in suboptimal student engagement in the learning process. This study aims to analyze improvements in basic locomotor running skills through the use of circuit game-based card media among fifth-grade students at SDN Keraton 1 Martapura, Banjar Regency, South Kalimantan Province. The method used was a quantitative approach with a pre-experimental design employing a one-group pretest-posttest pattern. The study sample consisted of 27 students selected through purposive sampling. The research instrument consisted of a running technique observation sheet covering indicators of body position, direction of gaze, arm swing, footstrike, as well as rhythm and fluidity of movement. Data analysis was conducted using descriptive statistics and the Normalized Gain (N-Gain) test. The results showed an increase in the average basic locomotor running ability score from 81.48 in the pretest phase to 93.52 in the posttest phase. The N-Gain analysis yielded an average of 0.75, which falls into the high category. ABSTRAK Penelitian ini dilaksanakan berdasarkan permasalahan yang ditemukan dalam pembelajaran gerak dasar lokomotor lari di sekolah dasar, yaitu masih rendahnya penguasaan teknik berlari, kurang optimalnya motivasi belajar peserta didik, serta dominannya penggunaan pembelajaran konvensional yang menyebabkan keterlibatan peserta didik dalam proses belajar belum maksimal. Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan gerak dasar lokomotor lari melalui penerapan media kartu berbasis circuit games pada peserta didik kelas V SDN Keraton 1 Martapura Kabupaten Banjar Provinsi Kalimantan Selatan. Metode yang digunakan adalah pendekatan kuantitatif dengan desain pre-experimental menggunakan pola one-group pretest-posttest. Sampel penelitian berjumlah 27 peserta didik yang ditentukan melalui teknik purposive sampling. Instrumen penelitian berupa lembar observasi teknik lari yang mencakup indikator posisi tubuh, arah pandangan, ayunan lengan, langkah kaki, serta irama dan kelancaran gerakan. Analisis data dilakukan menggunakan statistik deskriptif dan uji Normalized Gain (N-Gain). Hasil penelitian menunjukkan adanya peningkatan rata-rata kemampuan gerak dasar lokomotor lari dari nilai 81,48 pada tahap pretest menjadi 93,52 pada tahap posttest. Hasil analisis N-Gain memperoleh rata-rata sebesar 0,75 yang termasuk dalam kategori tinggi. Temuan tersebut menunjukkan bahwa penggunaan media kartu berbasis circuit games efektif dalam meningkatkan kemampuan gerak dasar lokomotor lari peserta didik. Dengan demikian, media kartu berbasis circuit games dapat dijadikan sebagai salah satu alternatif pembelajaran PJOK (Pendidikan Jasmani, Olahraga, dan Kesehatan) yang inovatif, menarik, dan selaras dengan karakteristik belajar peserta didik di jenjang sekolah dasar.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

Phone
+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

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

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yogi Setiawan

Contact Email jurnal.P4I@gmail.com

Phone +62851733700892

Journal Mail Official jurnal.P4I@gmail.com

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

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

Phone
+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

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

Location
Unknown,

Unknown

INDONESIA