Garuda - Garba Rujukan Digital

PENGEMBANGAN MEDIA TUTOR CERDAS BERBASIS WEB AI GUNA MEMFASILITASI KEBUTUHAN BELAJAR MANDIRI SMP M. Khoirul Ibad; Didik Dwi Prasetya; Eka Rakhmawati Wardhani; Ifnu Wisma Dwi Prasetya
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.v6i4.14938

The rapid development of information technology has increased the need for interactive learning resources that can facilitate students’ independent learning beyond face-to-face classroom activities. This research aims to develop and test the feasibility and practicality of a web-based learning media integrated with artificial intelligence in the form of an AI Smart Tutor Chatbot for the Informatics subject at SMP Negeri 16 Malang. The research method used is Research and Development (R&D) with the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The determination of research subjects in this study used purposive sampling techniques based on criteria and media development needs. The research subjects in the needs analysis stage involved 189 students to map the urgency of learning media. Product validation testing was conducted by one subject matter expert and one media expert, selected based on their expertise in the fields of Informatics and educational technology. Next, a limited practicality trial involved 28 ninth-grade students at SMP Negeri 16 Malang. Data were collected through a needs assessment questionnaire, expert validation sheets, and a user practicality feedback questionnaire. The material validation results showed a feasibility level of 97.92% with a very valid category, while the media validation received a score of 95.83% with a very valid category. The limited practicality trial results on 28 students showed a practicality level of 85.35% with a very practical category. Based on these results, the Tutor Cerdas website is concluded to be very feasible and practical to use as a supporting media for Informatics learning. ABSTRAK Perkembangan teknologi informasi menuntut tersedianya media pembelajaran interaktif yang mampu mendukung fleksibilitas belajar mandiri peserta didik di luar jam tatap muka di kelas. Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan serta kepraktisan media pembelajaran berbasis website yang terintegrasi dengan kecerdasan buatan berupa Chatbot AI Tutor Cerdas pada mata pelajaran Informatika di SMP Negeri 16 Malang. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE yang mencakup tahap Analysis, Design, Development, Implementation, dan Evaluation. Penentuan subjek penelitian ini menggunakan teknik purposive sampling berdasarkan kriteria dan kebutuhan pengembangan media. Subjek penelitian pada tahap analisis kebutuhan melibatkan 189 peserta didik untuk memetakan urgensi media pembelajaran. Uji validasi produk dilakukan oleh satu ahli materi dan satu ahli media yang dipilih berdasarkan kepakarannya di bidang informatika dan teknologi pendidikan. Selanjutnya, uji coba terbatas kepraktisan melibatkan 28 peserta didik kelas IX di SMP Negeri 16 Malang. Data dikumpulkan melalui angket kebutuhan, lembar validasi ahli, dan angket umpan balik kepraktisan pengguna. Hasil validasi materi menunjukkan tingkat kelayakan sebesar 97,92% dengan kategori sangat valid, sedangkan validasi media memperoleh skor sebesar 95,83% dengan kategori sangat valid. Hasil uji coba terbatas kepraktisan pada 28 peserta didik menunjukkan tingkat kepraktisan sebesar 85,35% dengan kategori sangat praktis. Berdasarkan hasil tersebut, website Tutor Cerdas disimpulkan sangat layak dan praktis digunakan sebagai media pendukung pembelajaran Informatika.

BUDAYA LITERASI MAHASISWA DI ERA DIGITAL : KAJIAN TERHADAP PERILAKU MEMBACA, MENULIS DAN PEMANFAATAN SUMBER ILMIAH Siti Alipaturrokyi; Abdurrohman Abdurrohman; Huldiya Syamsiar
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.v6i4.15208

ABSTRACT The development of digital technology has expanded access to academic information, but such convenience has not always been accompanied by the strengthening of critical reading and writing literacy. This study aimed to examine the reading and writing literacy culture of students in the Sociology Education Study Program in the digital era, particularly their reading behavior, writing practices, and use of scholarly sources. This qualitative study employed a digital ethnography method. The participants were 19 students of Universitas Hamzanwadi selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and analyzed through data reduction, data presentation, and conclusion drawing and verification. The findings showed that students increasingly relied on electronic journals, e-books, Google Scholar, digital libraries, and AI in their literacy activities. However, easy access also encouraged brief reading, task-oriented writing, and dependence on instant information. Students' abilities to verify sources and use AI critically varied. The findings indicate that literacy culture is a social practice shaped by habits, digital capital, academic demands, and the academic environment. Literacy development should promote deep reading, independent writing, information evaluation, and responsible AI use. ABSTRAK Perkembangan teknologi digital memperluas akses terhadap informasi akademik, tetapi kemudahan tersebut belum selalu diikuti penguatan budaya literasi membaca dan menulis secara kritis. Penelitian ini bertujuan mengkaji budaya literasi membaca dan menulis mahasiswa Program Studi Pendidikan Sosiologi di era digital, khususnya perilaku membaca, menulis, dan pemanfaatan sumber ilmiah. Penelitian menggunakan pendekatan kualitatif dengan metode etnografi digital. Informan terdiri atas 19 mahasiswa Universitas Hamzanwadi yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara semi terstruktur, dan dokumentasi, kemudian dianalisis melalui reduksi, penyajian, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa semakin mengandalkan jurnal elektronik, e-book, Google Scholar, perpustakaan digital, dan AI dalam aktivitas literasi. Namun, kemudahan akses juga mendorong kecenderungan membaca singkat, orientasi menulis pada penyelesaian tugas, serta ketergantungan terhadap informasi instan. Kemampuan verifikasi sumber dan penggunaan AI secara kritis masih beragam. Temuan menegaskan bahwa budaya literasi merupakan praktik sosial yang dipengaruhi kebiasaan, modal digital, tuntutan akademik, dan lingkungan akademik. Penguatan literasi perlu diarahkan pada kebiasaan membaca mendalam, menulis mandiri, evaluasi informasi, dan penggunaan AI secara bertanggung jawab.

IMPLEMENTASI NILAI إِيَّاكَ نَسْتَعِينُ DALAM PENGUATAN MENTAL DAN RESILIENSI PESERTA DIDIK Dedi Damhuji; Mallombasang Zainuddin; Ahmad Murtadha; Muhammad Tang; Juhasdi Sjahhusono
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.v6i3.15313

Mental health problems among students, including anxiety, academic stress, and low psychological resilience, have become important concerns in contemporary education. Meanwhile, educational approaches that emphasize cognitive aspects have not fully integrated the spiritual dimension as a source of mental strength. This study aims to: (1) analyze the concept of isti'anah in Qur'an Surah Al-Fatihah verse 5 based on scholarly interpretations; (2) identify the relevance of isti'anah to related psychospiritual constructs, including tawakal, patience, gratitude, religiosity, and religious practices; and (3) formulate the implementation of isti'anah in Islamic education as a conceptual framework for supporting students' mental strength and resilience. This study employed a qualitative approach using a library research design. The data sources consisted of the Qur'an, three major tafsir works, and 15 scholarly journal articles selected purposively based on thematic relevance, bibliographic traceability, and the availability of an active DOI or verifiable publisher information. Data were analyzed through source identification and selection, data extraction, thematic categorization, comparative analysis, and conceptual synthesis. The findings indicate that isti'anah in Qur'an Surah Al-Fatihah verse 5 represents a spiritual orientation that connects reliance on Allah with human effort. The literature synthesis indicates that psychospiritual constructs closely related to isti'anah, particularly tawakal, patience, gratitude, religiosity, and religious practices, are relevant to resilience, emotional regulation, optimism, stress management, and mental health. Based on this synthesis, the implementation of isti'anah can be carried out through the integration of tawhid into learning, habituation of worship and spiritual reflection, teacher role modeling, and the strengthening of a religious school culture. This study concludes that isti'anah can be positioned as a psychospiritual foundation that complements modern psychological approaches to strengthening students' mental health and resilience, although a direct causal relationship cannot be established through library research. ABSTRAK Krisis mental peserta didik berupa kecemasan, stres akademik, dan rendahnya daya tahan psikologis menjadi persoalan penting dalam dunia pendidikan kontemporer. Sementara itu, pendekatan pendidikan yang berorientasi pada aspek kognitif belum sepenuhnya mengintegrasikan dimensi spiritual sebagai sumber penguatan mental. Penelitian ini bertujuan untuk: (1) menganalisis konsep isti'anah dalam QS. Al-Fatihah ayat 5 berdasarkan penafsiran ulama; (2) mengidentifikasi relevansi isti'anah dengan konstruk psikospiritual yang berdekatan, seperti tawakal, sabar, syukur, religiusitas, dan praktik ibadah; serta (3) merumuskan implementasi nilai isti'anah dalam pendidikan Islam sebagai kerangka konseptual untuk mendukung penguatan mental dan resiliensi peserta didik. Penelitian menggunakan pendekatan kualitatif dengan desain studi pustaka (library research). Sumber data terdiri atas Al-Qur'an, tiga karya tafsir utama, dan 15 artikel jurnal ilmiah yang dipilih secara purposif berdasarkan relevansi tema, keterlacakan bibliografis, dan ketersediaan DOI atau identitas penerbit yang dapat diverifikasi. Data dianalisis melalui identifikasi dan seleksi sumber, ekstraksi data, kategorisasi tematik, analisis komparatif, dan sintesis konseptual. Hasil penelitian menunjukkan bahwa isti'anah dalam QS. Al-Fatihah ayat 5 merupakan orientasi spiritual yang menghubungkan ketergantungan kepada Allah dengan ikhtiar manusia. Sintesis literatur menunjukkan bahwa konstruk psikospiritual yang memiliki kedekatan dengan isti'anah, terutama tawakal, sabar, syukur, religiusitas, dan praktik ibadah, relevan dengan resiliensi, regulasi emosi, optimisme, pengelolaan stres, dan kesehatan mental. Berdasarkan sintesis tersebut, implementasi nilai isti'anah dapat dilakukan melalui integrasi tauhid dalam pembelajaran, pembiasaan ibadah dan refleksi spiritual, keteladanan guru, serta penguatan budaya sekolah religius. Penelitian ini menegaskan bahwa isti'anah dapat diposisikan sebagai landasan psikospiritual yang melengkapi pendekatan psikologi modern dalam penguatan mental dan resiliensi peserta didik, meskipun hubungan kausal langsung belum dapat dibuktikan melalui studi pustaka.

PENGARUH PERAN KEPEMIMPINAN VISIONER, BUDAYA ORGANISASI DAN KOMUNIKASI ANTARPERSONAL TERHADAP KINERJA GURU Riana Harahap
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.v6i4.14802

ABSTRACT Improving teacher performance is a crucial factor in achieving sustainable educational quality. However, teacher performance is influenced not only by individual competence but also by organizational factors, including visionary leadership, organizational culture, and interpersonal communication. This study aimed to analyze the effects of visionary leadership, organizational culture, and interpersonal communication on teacher performance, both partially and simultaneously, among teachers at private elementary schools in Serpong District. The study employed a quantitative approach using a survey method involving 125 teachers selected through multistage random sampling from a population of 181 teachers. Data were collected using a five-point Likert-scale questionnaire that met the validity and reliability requirements and were analyzed using descriptive and inferential statistics through multiple linear regression analysis with SPSS. The findings revealed that visionary leadership, organizational culture, and interpersonal communication each had a positive and significant effect on teacher performance. Simultaneously, the three variables also had a significant effect on teacher performance, with a coefficient of determination adjusted (R²) of 0.408, indicating that 40.8% of the variance in teacher performance could be explained by the proposed model. Among the three predictors, organizational culture exerted the strongest influence in the multiple regression model. These findings suggest that improving teacher performance requires strengthening school governance through visionary leadership, a supportive organizational culture, and effective interpersonal communication as an integrated strategy to enhance teacher professionalism and educational quality. ABSTRAK Peningkatan kinerja guru merupakan faktor penting dalam mewujudkan mutu pendidikan yang berkelanjutan. Namun, kinerja guru tidak hanya dipengaruhi oleh kompetensi individu, melainkan juga oleh faktor organisasi, seperti kepemimpinan visioner, budaya organisasi, dan komunikasi antarpersonal. Penelitian ini bertujuan menganalisis pengaruh kepemimpinan visioner, budaya organisasi, dan komunikasi antarpersonal terhadap kinerja guru, baik secara parsial maupun simultan, pada Sekolah Dasar Swasta di Kecamatan Serpong. Penelitian menggunakan pendekatan kuantitatif dengan metode survei terhadap 125 guru yang dipilih melalui teknik multistage random sampling dari populasi sebanyak 181 guru. Data dikumpulkan menggunakan kuesioner skala Likert yang telah memenuhi kriteria validitas dan reliabilitas, kemudian dianalisis secara deskriptif dan inferensial menggunakan analisis regresi linear berganda dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa kepemimpinan visioner, budaya organisasi, dan komunikasi antarpersonal masing-masing berpengaruh positif dan signifikan terhadap kinerja guru. Secara simultan, ketiga variabel juga berpengaruh signifikan terhadap kinerja guru dengan nilai koefisien determinasi adjusted (R²) sebesar 0,408, yang menunjukkan bahwa 40,8% variasi kinerja guru dapat dijelaskan oleh model penelitian. Di antara ketiga variabel, budaya organisasi memberikan pengaruh paling dominan dalam model regresi berganda. Temuan ini menunjukkan bahwa peningkatan kinerja guru memerlukan penguatan tata kelola sekolah melalui kepemimpinan yang visioner, budaya organisasi yang kondusif, dan komunikasi antarpersonal yang efektif sebagai satu kesatuan strategi dalam mendukung profesionalisme guru dan peningkatan mutu pendidikan.

PENGEMBANGAN MULTIMEDIA SUSTAINABILITY DINREK (DIGITAL INTERAKTIF REKONSILIASI) DALAM MATERI PEMBELAJARAN REKONSILIASI BANK Neha Nermi Rambe; Nurnaziah; Najwa Adilla Asya; Nur Shandy Layla Ritonga; Jabal Ahsan
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.v6i4.15382

ABSTRACT Bank reconciliation learning in Vocational High Schools (SMK) still tends to rely on conventional, static, and monotonous learning media, which may result in low student engagement and difficulties in understanding abstract concepts. This study aimed to develop DINREK (Digital Interaktif Rekonsiliasi), an interactive multimedia based on Google Sites and incorporating sustainability principles as a learning medium for bank reconciliation material in Grade XI Accounting at a Vocational High School. This study employed a Research and Development (R&D) method using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The product was developed by integrating various learning media and applications into a single Google Sites platform to create an interactive and sustainable learning experience. Product feasibility was validated by material and media experts, while the student response test involved 15 Grade XI Accounting students. The results showed that the DINREK interactive multimedia obtained an 88% validation score from the material expert in the feasible category, a 98% validation score from the media expert in the very feasible category, and a 98% student response score in the very good category. Based on these results, the DINREK interactive multimedia based on Google Sites is considered feasible and received very positive responses, indicating its potential for use as an interactive and sustainable learning medium for bank reconciliation material in Grade XI Accounting at a Vocational High School. ABSTRAK Pembelajaran rekonsiliasi bank di Sekolah Menengah Kejuruan (SMK) masih cenderung menggunakan media konvensional yang bersifat statis dan monoton, sehingga dapat menyebabkan rendahnya keterlibatan peserta didik dan kesulitan dalam memahami konsep yang bersifat abstrak. Penelitian ini bertujuan untuk mengembangkan multimedia interaktif DINREK (Digital Interaktif Rekonsiliasi) berbasis Google Sites dengan prinsip sustainability sebagai media pembelajaran pada materi rekonsiliasi bank kelas XI Akuntansi SMK. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi lima tahap, yaitu analysis, design, development, implementation, dan evaluation. Produk dikembangkan dengan mengintegrasikan berbagai media dan aplikasi pembelajaran ke dalam satu platform Google Sites untuk menciptakan pembelajaran yang interaktif dan berkelanjutan. Kelayakan produk divalidasi oleh ahli materi dan ahli media, sedangkan uji respons dilakukan kepada 15 peserta didik kelas XI Akuntansi SMK. Hasil penelitian menunjukkan bahwa multimedia interaktif DINREK memperoleh persentase validasi ahli materi sebesar 88% dengan kategori layak, validasi ahli media sebesar 98% dengan kategori sangat layak, serta respons peserta didik sebesar 98% dengan kategori sangat baik. Berdasarkan hasil tersebut, multimedia interaktif DINREK berbasis Google Sites dinyatakan layak dan memperoleh respons yang sangat baik sehingga dapat digunakan sebagai media pembelajaran interaktif dan berkelanjutan pada materi rekonsiliasi bank kelas XI Akuntansi SMK.

MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS, PEMECAHAN MASALAH DAN KOLABORASI MELALUI PENDEKATAN, MODEL, DAN MEDIA PEMBELAJARAN SD Ratri Nur Kusuma Dewi; Herti Prastitasari
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.v6i4.13355

ABSTRACT Fraction learning in Grade V at SDN Cindai Alus 2 revealed that students still needed learning experiences that encouraged them to process information, determine solution steps, check their answers, and work collaboratively. This initial condition became the basis for implementing learning that integrated Contextual Teaching and Learning (CTL), the LENTERA Model, and Dapur Pecahan media to develop critical thinking, problem-solving, and collaboration skills. The study was conducted during the second semester of the 2025/2026 academic year and involved all 24 Grade V students, consisting of 11 boys and 13 girls, through total sampling. The intervention was carried out over four meetings and followed the stages of planning, action, observation, and reflection within a Classroom Action Research (CAR) design using a qualitative descriptive approach. Data were collected through observation, interviews, documentation, Group Worksheets (LKK), and Student Worksheets (LKS), and were analyzed through data reduction, presentation, and conclusion drawing. The development of achievement across each meeting indicated increasingly stronger changes. In the fourth meeting, the classical achievement of critical thinking reached 79%, problem-solving 96%, and collaboration 83%. These achievements met the success criteria and indicated that the integration of CTL, the LENTERA Model, and Dapur Pecahan supported the simultaneous development of the three skills. ABSTRAK Pembelajaran pecahan di kelas V SDN Cindai Alus 2 memperlihatkan bahwa murid masih membutuhkan pengalaman belajar yang mendorong mereka mengolah informasi, menentukan langkah penyelesaian, memeriksa jawaban, dan bekerja bersama. Kondisi awal tersebut menjadi pijakan penerapan pembelajaran yang memadukan Contextual Teaching and Learning (CTL), Model LENTERA, dan media Dapur Pecahan untuk mengembangkan keterampilan berpikir kritis, pemecahan masalah, dan kolaborasi. Kegiatan dilaksanakan pada semester II tahun ajaran 2025/2026 dengan melibatkan seluruh 24 murid kelas V, terdiri atas 11 murid laki-laki dan 13 murid perempuan, melalui teknik total sampling. Proses tindakan berlangsung dalam empat pertemuan dan mengikuti siklus perencanaan, tindakan, observasi, serta refleksi dalam Penelitian Tindakan Kelas (PTK) dengan pendekatan deskriptif kualitatif. Data dikumpulkan melalui observasi, wawancara, dokumentasi, LKK, dan LKS, lalu dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Perkembangan capaian pada setiap pertemuan memperlihatkan perubahan yang semakin kuat. Pada pertemuan IV, capaian klasikal berpikir kritis mencapai 79%, pemecahan masalah 96%, dan kolaborasi 83%. Capaian tersebut memenuhi kriteria keberhasilan dan menunjukkan bahwa keterpaduan CTL, Model LENTERA, serta Dapur Pecahan mendukung perkembangan ketiga keterampilan secara bersamaan.

KEMAMPUAN GURU BAHASA JAWA DALAM MENGIMPLEMENTASIKAN PEMBELAJARAN BERMAKNA DI SMA NEGERI 1 PAMOTAN KABUPATEN REMBANG Fitriyah Fitriyah; Mujimin Mujimin; Ucik Fuadhiyah
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.v6i4.13374

Teachers play a crucial role in fostering meaningful learning, yet empirical studies investigating teachers' pedagogical competencies in implementing meaningful learning within local language subjects remain limited. This study aims to analyze the pedagogical competencies of a Javanese language teacher in executing meaningful learning on the topic of unggah-ungguh basa (Javanese speech levels) at SMA Negeri 1 Pamotan, Rembang Regency. This study employed a descriptive qualitative approach. The research subjects were selected using a purposive sampling technique, involving one tenth-grade Javanese language teacher and 36 tenth-grade students as learning participants. Data collection techniques included direct classroom observation, instructional video documentation, and teaching module document analysis. The research instruments were structured based on Ausubel's meaningful learning theory and modern pedagogical assessment frameworks. The findings reveal that the teacher's capability in implementing meaningful learning achieved a "very good" category, with an average score of 3.85 out of a 4.00 scale. The teacher consistently connected new instructional materials to students' prior knowledge, prioritized conceptual comprehension over rote memorization, contextualized linguistic etiquette within daily life, facilitated dialogic peer interactions, and executed reflective formative assessments. However, the teacher's competence in delivering probing questions based on higher-order thinking skills (HOTS) requires further enrichment. Overall, the Javanese language teacher demonstrated proficient pedagogical competencies in establishing meaningful learning that promotes student engagement and sociolinguistic etiquette. ABSTRAK Guru berperan penting dalam menciptakan pembelajaran bermakna, sementara kajian tentang kemampuan pedagogis guru terkait implementasi pembelajaran bermakna pada muatan lokal masih terbatas. Penelitian ini bertujuan untuk menganalisis kemampuan pedagogis guru Bahasa Jawa dalam mengimplementasikan pembelajaran bermakna pada materi unggah-ungguh basa di SMA Negeri 1 Pamotan, Kabupaten Rembang. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian ditentukan menggunakan teknik purposive sampling, yang terdiri atas 1 orang guru Bahasa Jawa kelas X dan 36 peserta didik kelas X-E sebagai partisipan pembelajaran. Teknik pengumpulan data dilakukan melalui observasi langsung di kelas, perekaman dokumentasi video, dan telaah dokumen modul ajar. Instrumen penelitian dikembangkan berdasarkan teori meaningful learning Ausubel dan prinsip asesmen pedagogis modern. Hasil penelitian menunjukkan bahwa kemampuan guru dalam mengimplementasikan pembelajaran bermakna berada pada kategori sangat baik dengan skor rata-rata 3,85 dari skala 4,00. Guru secara konsisten mampu mengaitkan materi baru dengan pengetahuan awal siswa, mendorong pemahaman konsep tanpa hafalan mekanis, mengontekstualisasikan kaidah bahasa dengan realitas pergaulan sehari-hari, memfasilitasi interaksi dialogis, serta melaksanakan asesmen formatif reflektif. Namun demikian, keterampilan guru dalam merumuskan pertanyaan pelacak berbasis higher-order thinking skills (HOTS) yang menantang pemikiran kritis mendalam masih memerlukan penguatan. Secara keseluruhan, guru Bahasa Jawa telah menguasai kompetensi pedagogis pembelajaran bermakna yang adaptif dalam mendukung internalisasi nilai kesantunan berbahasa.

PENGEMBANGAN MEDIA MYSTERY BOX RAMAYANA SEBAGAI MEDIA PEMBELAJARAN CERITA WAYANG KIDANG KENCANA BAGI SISWA SMP Talitha Nurzada; Joko Sukoyo; Sungging Widagdo
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.v6i4.13763

Observation results indicated that students experienced difficulties in understanding wayang stories, particularly in analyzing characters and their characteristics, identifying the plot, and understanding moral values. Learning activities remained teacher-centered and relied mainly on textbooks, resulting in limited student participation. This study aimed to develop a Mystery Box learning medium for the Kidang Kencana wayang story material. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analyze, design, development, implementation, and evaluation stages. The study was conducted at SMP Negeri 1 Lebaksiu, Tegal Regency. Data were collected through observations, interviews, and questionnaires. The data analysis techniques utilized qualitative descriptive analysis following the Miles and Huberman model for needs assessment data, as well as descriptive percentage analysis to evaluate media feasibility. The needs analysis showed that teachers and students required learning media that made wayang story learning more engaging and supported students' conceptual understanding. Based on these findings, the Mystery Box learning medium was developed. Validation results demonstrated that the developed media were highly feasible, achieving average scores of 96.8% from media experts and 91.3% from material experts. Following revisions based on expert recommendations, the final product is the Mystery Box Ramayana learning medium, which successfully integrates the Kidang Kencana wayang story with educational games for Javanese language learning at the junior high school level. ABSTRAK Hasil observasi menunjukkan siswa masih mengalami kesulitan dalam memahami materi cerita wayang, terutama dalam menganalisis tokoh dan karakter, menentukan alur cerita, serta memahami pesan moral. Pembelajaran masih didominasi penggunaan buku teks dan berpusat pada guru (teacher-centered) sehingga peserta didik kurang aktif dalam pembelajaran. Penelitian ini bertujuan untuk mengembangkan media pembelajaran Mystery Box pada materi cerita wayang Kidang Kencana. Desain penelitian yang digunakan yaitu Research and Development (R&D) dengan model ADDIE yang meliputi tahap analyze, design, development, implementation, dan evaluation. Penelitian dilaksanakan di SMP Negeri 1 Lebaksiu, Kabupaten Tegal. Data penelitian diperoleh melalui observasi, wawancara, dan angket. Teknik analisis data menggunakan analisis deskriptif kualitatif model Miles dan Huberman untuk data kebutuhan siswa dan guru, serta analisis statistik deskriptif persentase untuk menentukan tingkat kelayakan media berdasarkan evaluasi ahli. Hasil analisis kebutuhan menunjukkan guru dan siswa memerlukan media pembelajaran yang dapat menjadikan pembelajaran cerita wayang lebih menarik serta membantu pemahaman materi. Berdasarkan hasil analisis kebutuhan tersebut, dikembangkan media pembelajaran Mystery Box pada materi cerita wayang Kidang Kencana. Hasil validasi media yang dikembangkan memperoleh kategori sangat layak dengan skor rata-rata 96,8% berdasarkan penilaian ahli media dan 91,3% berdasarkan penilaian ahli materi. Setelah dilakukan penyempurnaan berdasarkan masukan para ahli, diperoleh produk akhir berupa media pembelajaran Mystery Box Ramayana yang mengintegrasikan materi cerita wayang Kidang Kencana dengan permainan edukatif untuk pembelajaran bahasa Jawa pada jenjang SMP.

PENDIDIKAN AGAMA KRISTEN SEBAGAI INSTRUMEN PEMBENTUKAN KARAKTER MORAL ANAK DI TENGAH TANTANGAN ERA MODERN Juwinner Dedy Kasingku; Edwin Melky Lumingkewas
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.v6i4.15092

Moral decline among the younger generation has become a critical issue driven by internal character crises and external influences of social environment and digital disruption. This study aims to analyze and delineate the strategic role of Christian Religious Education (PAK) as an instrument for building children's moral character amidst the challenges of the modern era. This study employed a library research method by analyzing 38 secondary literature sources retrieved from Google Scholar, Crossref, DOAJ, and Garuda databases. Data were examined using thematic content analysis techniques encompassing data reduction, data display, and conclusion drawing. The results demonstrate that moral character formation through PAK operates holistically across three fundamental pillars: grounding moral truth in the Word of God as an absolute standard, fostering a personal relationship with God from early childhood based on biblical models of faith, and cultivating dispositions of love, social care, and mutual tolerance. Reinforcing children's moral character requires sustained tripartite synergy combining teachers' instructional role modeling at school, parents' affective habituation and supervision at home, and spiritual mentoring within the church community. Through integrative Christian education, children develop moral and spiritual resilience to navigate ethical decadence in the contemporary era. ABSTRAK Kemerosotan moral pada generasi muda menjadi isu serius yang dipengaruhi oleh faktor internal krisis karakter serta faktor eksternal lingkungan sosial dan disrupsi digital. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan peran strategis Pendidikan Agama Kristen (PAK) sebagai instrumen pembentukan karakter moral anak di tengah tantangan era modern. Penelitian ini menggunakan metode studi kepustakaan (library research) dengan menelaah 38 sumber data sekunder yang diperoleh melalui basis data Google Scholar, Crossref, DOAJ, dan Portal Garuda. Data dianalisis menggunakan teknik analisis isi tematik (thematic content analysis) yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembentukan karakter moral anak melalui PAK berlangsung secara holistik melalui tiga pilar utama: penanaman kebenaran firman Allah sebagai standar moral absolut, pengenalan relasi pribadi dengan Tuhan sejak usia dini berbasis keteladanan tokoh iman Alkitab, serta pembentukan disposisi kasih, kepedulian, dan toleransi terhadap sesama. Penguatan karakter moral anak menuntut sinergi tripartit yang berkesinambungan antara keteladanan guru di sekolah, pembiasaan dan pengawasan afektif orang tua di rumah, serta pendampingan komunitas rohani gereja. Dengan implementasi PAK yang integratif, anak dibekali ketahanan moral dan spiritual untuk menghadapi dekadensi etika di era kontemporer.

PENGARUH PENERAPAN APLIKASI PEMBELAJARAN BERBASIS GAME TERHADAP MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN EKONOMI Nur Haliza Hi Belike; Agil Bahsoan; Ardiansyah Ardiansyah; Frahmawati Bumulo; Abdulrahim Maruwae
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.v6i4.15358

Low student learning motivation in Economics is frequently caused by passive conventional instruction, while comparative empirical investigations on the effectiveness of diverse game-based learning platforms in secondary schools remain limited. This study aimed to examine the effect of game-based learning applications on students' learning motivation in Economics at SMA Negeri 1 Popayato and to compare the effectiveness of Quizizz and Froggy Jump in enhancing students' motivation. The study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The population consisted of 119 tenth-grade students in the 2025/2026 academic year, with a sample of 60 students selected through purposive sampling and divided into two groups: 30 students in Class X-1 using Quizizz and 30 students in Class X-2 using Froggy Jump. Data were collected through a learning motivation questionnaire that had been verified for validity and reliability. Data analysis was conducted using normality and homogeneity tests, followed by an independent samples t-test using SPSS. The findings revealed that the use of game-based learning applications significantly improved students' learning motivation. The mean post-test motivation score of the Quizizz group was 116.23, which was higher than that of the Froggy Jump group (112.13). The independent samples t-test yielded a significance value (Sig. 2-tailed) of 0.000 (p < 0.05), indicating a statistically significant difference in learning motivation between the two groups. Therefore, Quizizz was found to be more effective than Froggy Jump in improving students' learning motivation by creating a more active, interactive, and enjoyable learning environment. ABSTRAK Rendahnya motivasi belajar siswa pada mata pelajaran Ekonomi sering dipicu oleh pembelajaran konvensional satu arah, sementara perbandingan efektivitas platform gamifikasi interaktif yang berbeda karakteristiknya masih terbatas diteliti di tingkat sekolah menengah. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan aplikasi pembelajaran berbasis game terhadap motivasi belajar siswa pada mata pelajaran Ekonomi di SMA Negeri 1 Popayato serta membandingkan efektivitas aplikasi Quizizz dan Froggy Jump dalam meningkatkan motivasi belajar. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi-eksperimen dan desain non-equivalent control group. Populasi penelitian berjumlah 119 siswa kelas X Tahun Ajaran 2025/2026, dengan sampel sebanyak 60 siswa yang dipilih menggunakan teknik purposive sampling, terdiri atas 30 siswa kelas X-1 sebagai kelompok eksperimen yang menggunakan Quizizz dan 30 siswa kelas X-2 sebagai kelompok kontrol yang menggunakan Froggy Jump. Data dikumpulkan menggunakan angket motivasi belajar yang telah memenuhi uji validitas dan reliabilitas. Analisis data dilakukan melalui uji normalitas, uji homogenitas, dan uji independent samples t-test menggunakan SPSS. Hasil penelitian menunjukkan bahwa penggunaan aplikasi pembelajaran berbasis game berpengaruh positif terhadap motivasi belajar siswa. Rata-rata skor motivasi belajar pada kelompok Quizizz sebesar 116,23, lebih tinggi dibandingkan dengan kelompok Froggy Jump sebesar 112,13. Hasil uji independent samples t-test menunjukkan nilai signifikansi (Sig. 2-tailed) sebesar 0,000 (p<0,05), yang mengindikasikan adanya perbedaan motivasi belajar yang signifikan antara kedua kelompok. Dengan demikian, Quizizz lebih efektif dibandingkan dengan Froggy Jump dalam meningkatkan motivasi belajar siswa pada mata pelajaran Ekonomi melalui penciptaan iklim kelas yang lebih aktif, interaktif, dan menyenangkan.

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