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

EFEKTIVITAS PENGGUNAAN INSTRUMEN PENILAIAN BERBASIS HOTS TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS V UPTD SD NEGERI 070976 GUNUNGSITOLI Kenni Febrinansel Telaumbanua; Otilina Gulo; Indah Wijaya Lase; Sadiana Lase
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.v6i4.15362

This study was motivated by the low critical thinking skills of fifth-grade students at UPTD SD Negeri 070976 Gunungsitoli, stemming from the predominance of conventional evaluation tools oriented toward Lower Order Thinking Skills (LOTS). Consequently, students were rarely engaged in analysis, evaluation, and independent problem-solving. This study aimed to examine the effectiveness of Higher Order Thinking Skills (HOTS)-based assessment instruments in enhancing students' critical thinking abilities in primary science and social studies (IPAS). A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The study population comprised all 34 fifth-grade students selected through a total sampling technique, divided into an experimental class (n=17) receiving HOTS-based assessments and a control class (n=17) assessed via conventional instruments. Data were gathered through valid and reliable HOTS-based multiple-choice tests, then analyzed using descriptive statistics, normality, homogeneity, paired sample t-tests, independent sample t-tests, and N-Gain analysis. The results demonstrated that the experimental class achieved a posttest mean score of 88.82 with an N-Gain of 0.35 (moderate category), significantly outperforming the control class which obtained a posttest mean score of 60.29 with an N-Gain of 0.12 (low category). The independent sample t-test yielded a significance value of p=0.000<0.05. Therefore, the HOTS-based assessment instrument is proven effective in fostering elementary students' critical thinking skills. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis peserta didik kelas V di UPTD SD Negeri 070976 Gunungsitoli yang dipicu oleh dominasi instrumen penilaian konvensional pada tingkat berpikir rendah (Lower Order Thinking Skills). Kondisi ini menyebabkan peserta didik kurang terlatih dalam menganalisis, mengevaluasi, dan memecahkan masalah secara mandiri. Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan instrumen penilaian berbasis Higher Order Thinking Skills (HOTS) terhadap peningkatan kemampuan berpikir kritis peserta didik pada materi IPAS konten IPS. Metode penelitian yang digunakan adalah eksperimen semu (quasi-experiment) dengan desain nonequivalent control group design. Populasi penelitian mencakup seluruh peserta didik kelas V sebanyak 34 orang yang dipilih menggunakan teknik total sampling, terbagi menjadi kelas eksperimen (n=17) yang memperoleh instrumen penilaian berbasis HOTS dan kelas kontrol (n=17) yang menggunakan instrumen konvensional. Data dikumpulkan melalui tes objektif pilihan ganda berbasis HOTS yang telah teruji validitas dan reliabilitasnya, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, paired sample t-test, independent sample t-test, dan analisis N-Gain. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen mencapai 88,82 dengan perolehan N-Gain sebesar 0,35 (kategori sedang), lebih tinggi secara signifikan dibandingkan kelas kontrol yang memperoleh rata-rata posttest sebesar 60,29 dengan N-Gain sebesar 0,12 (kategori rendah). Hasil uji independent sample t-test memperoleh nilai signifikansi p=0,000<0,05. Dengan demikian, instrumen penilaian berbasis HOTS terbukti efektif dalam meningkatkan kemampuan berpikir kritis peserta didik di sekolah dasar.

PENGARUH PENILAIAN KOGNITIF MELALUI METODE CERAMAH TERHADAP PENINGKATAN HASIL BELAJAR SISWA PADA MATERI MEMBEDAKAN FAKTA DAN OPINI KELAS V SD NEGERI 070980 MOAWO Lilin Anggreni Telaumbanua; Lestari Waruwu; Indah Wijaya Lase; Mastawati Ndruru
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.v6i4.15365

This study was motivated by the low ability of fifth-grade students at SD Negeri 070980 Moawo to distinguish between facts and opinions in reading texts. This study aimed to analyze students' learning outcomes before and after the intervention and examine the effect of implementing cognitive assessment through the lecture method on improving students' learning outcomes. A quantitative quasi-experimental design was employed. The population comprised all fifth-grade students, with a total sample of 40 students divided into class V-B (n=20) as the experimental group and class V-A (n=20) as the control group using a saturated sampling technique. Data were gathered through essay tests verified for validity and reliability. Data analysis involved descriptive statistics, Kolmogorov-Smirnov normality tests, linearity tests, and independent samples t-tests using SPSS version 27. The results showed that initial abilities were comparable, with pretest mean scores of 34.00 for the experimental group and 32.75 for the control group. After the intervention, the experimental group achieved a posttest mean score of 80.00, while the control group reached 75.50. The independent samples t-test yielded a significance value (2-tailed) of 0.168 > 0.05, leading to the acceptance of the null hypothesis (H_0) and rejection of the alternative hypothesis (H_a), indicating that the difference between the groups was not statistically significant. However, descriptive gains indicate that structured cognitive assessment combined with instructional lectures contributes positively to students' conceptual understanding of facts and opinions in primary education. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan siswa kelas V SD Negeri 070980 Moawo dalam membedakan fakta dan opini pada teks bacaan Bahasa Indonesia. Penelitian ini bertujuan untuk menganalisis hasil belajar siswa sebelum dan sesudah perlakuan serta menguji pengaruh penerapan penilaian kognitif terstruktur melalui metode ceramah terhadap peningkatan hasil belajar siswa. Metode yang digunakan adalah kuantitatif dengan desain eksperimen semu (quasi-experimental). Populasi penelitian mencakup seluruh siswa kelas V dengan sampel sebanyak 40 siswa yang terbagi ke dalam kelas V-B (n=20) sebagai kelas eksperimen dan kelas V-A (n=20) sebagai kelas kontrol menggunakan teknik sampling jenuh. Pengumpulan data dilakukan menggunakan instrumen tes uraian yang telah teruji validitas dan reliabilitasnya. Data dianalisis menggunakan statistik deskriptif, uji normalitas Kolmogorov-Smirnov, uji linearitas, serta uji hipotesis independent samples t-test berbantuan SPSS versi 27. Hasil penelitian menunjukkan bahwa kemampuan awal kedua kelompok relatif setara dengan rata-rata nilai pretest sebesar 34,00 pada kelas eksperimen dan 32,75 pada kelas kontrol. Setelah perlakuan, rata-rata nilai posttest kelas eksperimen meningkat menjadi 80,00, sedangkan kelas kontrol memperoleh nilai 75,50. Hasil uji hipotesis independent samples t-test menunjukkan nilai signifikansi (Sig. 2-tailed) sebesar 0,168 > 0,05, sehingga H_0 diterima dan H_a ditolak, yang membuktikan bahwa perbedaan hasil belajar antara kedua metode tidak signifikan secara statistik. Meskipun demikian, secara deskriptif penilaian kognitif yang dipadukan dengan metode ceramah terbukti memberikan dampak positif terhadap pemahaman konsep fakta dan opini siswa di sekolah dasar.

PENGARUH MODEL PEMBELAJARAN TALKING STICK TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN BAHASA INDONESIA DI KELAS V UPTD SD NEGERI 071094 LOLOGOLU Vinsensius Waruwu; Adieli Laoli; Envilwan Berkat Harefa; Eka Septianti Laoli
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.v6i4.15409

ABSTRACT This study was motivated by the low learning outcomes of Grade V students in Indonesian language instruction at UPTD SD Negeri 071094 Lologolu and the continued use of teacher-centered learning. This study aimed to determine the effect of the Talking Stick learning model on students’ Indonesian language learning outcomes in the “Cinta Indonesia” topic. The study employed a quasi-experimental method with a non-equivalent control group design. The population and sample consisted of 32 students, divided into Class V-A as the experimental group and Class V-B as the control group. The sample was determined using total sampling because all members of the population were included in the study. The experimental group was taught using the Talking Stick model, while the control group received conventional instruction. Data were collected using a 20-item multiple-choice test administered as a pretest and posttest, and analyzed using normality, homogeneity, and Independent Samples t-Test tests with the assistance of SPSS. The results showed a significant difference in learning outcomes between the two groups, with a t-value of 8.822 > t-table value of 2.042 at α = 0.05. The experimental group’s N-Gain result was in the moderate category, with a percentage of 63.40%, indicating sufficient effectiveness based on the criteria used. The experimental group also obtained a higher mean posttest score than the control group. These findings indicate that the Talking Stick model can support more active Indonesian language learning and improve students’ learning outcomes ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada mata pelajaran Bahasa Indonesia di kelas V UPTD SD Negeri 071094 Lologolu serta pembelajaran yang masih berpusat pada guru. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Talking Stick terhadap hasil belajar Bahasa Indonesia pada materi “Cinta Indonesia”. Penelitian menggunakan metode eksperimen semu (quasi experimental research) dengan desain non-equivalent control group design. Populasi sekaligus sampel berjumlah 32 peserta didik yang terbagi dalam kelas V-A sebagai kelompok eksperimen dan V-B sebagai kelompok kontrol. Sampel ditentukan menggunakan teknik total sampling, karena seluruh anggota populasi dilibatkan dalam penelitian. Kelompok eksperimen menggunakan Talking Stick, sedangkan kelompok kontrol menggunakan pembelajaran konvensional. Data dikumpulkan melalui tes pilihan ganda 20 butir yang diberikan sebagai pretest dan posttest, kemudian dianalisis menggunakan uji normalitas, homogenitas, dan Independent Samples t-Test dengan bantuan SPSS. Hasil penelitian menunjukkan adanya perbedaan signifikan hasil belajar antara kedua kelompok, dengan t-hitung 8,822 > t-tabel 2,042 pada α = 0,05. Hasil N-Gain kelompok eksperimen berada pada kategori sedang dengan persentase 63,40% atau cukup efektif berdasarkan kriteria yang digunakan. Rata-rata posttest kelompok eksperimen lebih tinggi daripada kelompok kontrol. Temuan ini menunjukkan bahwa Talking Stick dapat mendukung pembelajaran Bahasa Indonesia yang lebih aktif dan meningkatkan hasil belajar peserta didik.

ANALISIS KOMPETENSI PEDAGOGIK GURU DALAM MEMAHAMI KARAKTERISTIK PESERTA DIDIK KELAS V DI SD NEGERI 077312 SONAHANOSE Mariana Ndruru; Adieli Laoli; Noibe Halawa; Trisman Harefa
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.v6i4.15442

ABSTRACT Teachers’ understanding of students’ characteristics is an important component of pedagogical competence because students differ in their abilities, interests, learning styles, and learning needs. Classroom conditions in Grade V at SD Negeri 077312 Sonahanose indicate that some students remain less active, pay limited attention during lessons, and experience learning difficulties. This study aimed to analyze teachers’ pedagogical competence in understanding the characteristics of Grade V students at SD Negeri 077312 Sonahanose. The study employed a descriptive qualitative approach with a case study design. The principal and Grade V classroom teacher were purposively selected based on their direct involvement in the learning process, while all Grade V students were included as supporting informants. Data were collected through observation, interviews, documentation, and questionnaires and analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that the teacher identified students’ characteristics through diagnostic assessment, observation, analysis of learning outcomes, and interaction to identify differences in abilities, interests, and learning styles. Instructional adjustments were made through the use of simple language, examples, question-and-answer activities, and varied learning activities; however, systematic mapping of student characteristics and individualized responses to learning difficulties had not been implemented consistently. A total of 69.6% of students reported that the teacher understood their learning styles. The findings indicate the need to strengthen the mapping and utilization of student characteristics as a basis for more adaptive learning. ABSTRAK Pemahaman guru terhadap karakteristik peserta didik merupakan bagian penting dari kompetensi pedagogik karena setiap peserta didik memiliki kemampuan, minat, cara belajar, dan kebutuhan yang berbeda. Kondisi pembelajaran di kelas V SD Negeri 077312 Sonahanose menunjukkan masih terdapat peserta didik yang kurang aktif, kurang memperhatikan pembelajaran, dan mengalami kesulitan belajar. Penelitian ini bertujuan menganalisis kompetensi pedagogik guru dalam memahami karakteristik peserta didik kelas V di SD Negeri 077312 Sonahanose. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Kepala sekolah dan guru kelas V dipilih secara purposif berdasarkan keterlibatan langsung dalam pembelajaran, sedangkan seluruh peserta didik kelas V dilibatkan sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan angket, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru mengenali karakteristik peserta didik melalui asesmen diagnostik, observasi, analisis hasil belajar, dan interaksi untuk mengidentifikasi perbedaan kemampuan, minat, dan cara belajar. Penyesuaian pembelajaran dilakukan melalui bahasa sederhana, pemberian contoh, tanya jawab, dan variasi kegiatan, tetapi pemetaan karakteristik serta respons individual terhadap kesulitan belajar belum konsisten. Sebanyak 69,6% peserta didik menyatakan guru memahami cara belajar mereka. Temuan menunjukkan perlunya penguatan pemetaan dan pemanfaatan karakteristik peserta didik sebagai dasar pembelajaran yang lebih adaptif.

KEPEMIMPINAN TOKOH NOVEL NARNIA 4 PRINCE CASPIAN KARYA C.S. LEWIS DAN RELEVANSINYA SEBAGAI BAHAN AJAR SASTRA DI SMP Bilqiis Auradeswim; Ali Imron Al-Ma’ruf
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.v6i4.15495

ABSTRACT The use of novels in literature learning has not been optimized to explore students’ leadership values and character, while studies examining the representation of leadership in the characters of Narnia 4 Prince Caspian by C. S. Lewis from the perspective of McGregor’s Theory X and Theory Y and its relevance as a literature teaching material for junior high school students remain limited. This study aims to describe the leadership of the characters in the novel and analyze its relevance as literature teaching material at SMP Negeri 1 Comal. The study employed a descriptive qualitative approach with an embedded case study design. The data consisted of words, sentences, dialogues, and character actions obtained through novel reading, observation, interviews, and documentation. The informants consisted of two Indonesian language teachers of Grades VIII and IX who were purposively selected based on the relevance of their knowledge and experience to the research subject. Data were analyzed through the identification, classification, and interpretation of character behaviors based on the characteristics of McGregor’s Theory X and Theory Y and the criteria for the relevance of literature teaching materials. The findings indicate that Theory X characteristics were represented through tendencies to procrastinate, neglect responsibilities, and experience fear in certain situations, whereas Theory Y characteristics were reflected in creativity, responsibility, initiative, cooperation, and motivation. The novel was considered relevant as teaching material in terms of language, psychology, and students’ cultural background because its conflicts and character behaviors provide concrete contexts for understanding leadership values. These findings indicate that the novel can be utilized in literature learning to support literary appreciation while providing opportunities for students to reflect on leadership character. ABSTRAK Pemanfaatan novel dalam pembelajaran sastra belum optimal untuk menggali nilai kepemimpinan dan karakter peserta didik, sementara kajian mengenai representasi kepemimpinan tokoh dalam Narnia 4 Prince Caspian karya C. S. Lewis melalui perspektif Teori X dan Teori Y McGregor serta relevansinya sebagai bahan ajar sastra SMP masih terbatas. Penelitian ini bertujuan mendeskripsikan kepemimpinan tokoh dalam novel tersebut serta menganalisis relevansinya sebagai bahan ajar sastra di SMP Negeri 1 Comal. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus terpancang (embedded case study). Data berupa kata, kalimat, dialog, dan tindakan tokoh diperoleh melalui pembacaan novel, observasi, wawancara, dan dokumentasi. Informan penelitian berjumlah dua orang guru Bahasa Indonesia kelas VIII dan IX yang dipilih secara purposif berdasarkan relevansi pengetahuan dan pengalaman mereka dengan objek penelitian. Data dianalisis melalui identifikasi, pengelompokan, dan interpretasi perilaku tokoh berdasarkan karakteristik Teori X dan Teori Y McGregor serta kriteria relevansi bahan ajar sastra. Hasil penelitian menunjukkan bahwa karakteristik Teori X direpresentasikan melalui kecenderungan menunda pekerjaan, mengabaikan tanggung jawab, dan ketakutan terhadap situasi tertentu, sedangkan Teori Y tampak melalui kreativitas, tanggung jawab, inisiatif, kemampuan bekerja sama, dan motivasi. Novel relevan sebagai bahan ajar ditinjau dari aspek bahasa, psikologi, dan latar belakang budaya karena konflik serta perilaku tokohnya menyediakan konteks konkret untuk memahami nilai kepemimpinan. Temuan tersebut menunjukkan bahwa novel dapat dimanfaatkan dalam pembelajaran sastra untuk mendukung apresiasi karya sekaligus membuka ruang refleksi terhadap karakter kepemimpinan peserta didik.

PENINGKATAN PEMAHAMAN KRITIS PESERTA DIDIK TENTANG KESETARAAN GENDER MELALUI MEDIA GAMBAR Loisa Letek Lejap
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.v6i4.15554

ABSTRACT Students’ critical understanding of gender equality remains a challenge in learning, particularly when students have difficulty recognizing forms of gender inequality and providing logical reasoning about gender-related issues. This study aimed to improve students’ critical understanding of gender equality through the use of picture media in learning among Class X-E3 students at SMA Negeri 1 Adonara Timur. The study employed Classroom Action Research (CAR), conducted in two cycles consisting of planning, action implementation, observation, and reflection. The participants were 36 students selected using total sampling, in which all students in Class X-E3 were involved as research participants. Data were collected through a critical understanding test, observation, and documentation, and were analyzed descriptively using quantitative and qualitative approaches. The results showed an increase in the mean critical understanding score from 62.5 in the pre-cycle to 74.2 in Cycle I and 86.3 in Cycle II. Learning mastery also increased from 44.4% to 69.4% and 88.9%, respectively. Students demonstrated improved abilities to identify gender inequality, analyze situations, and express opinions and solutions based on the principles of equality. Thus, the use of picture media can improve students’ critical understanding of gender equality. ABSTRAK Pemahaman kritis peserta didik tentang kesetaraan gender masih menjadi tantangan dalam pembelajaran, terutama ketika peserta didik belum mampu mengenali bentuk ketidaksetaraan dan memberikan alasan yang logis terhadap persoalan gender. Penelitian ini bertujuan untuk meningkatkan pemahaman kritis peserta didik tentang kesetaraan gender melalui penggunaan media gambar pada pembelajaran di kelas X-E3 SMA Negeri 1 Adonara Timur. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus melalui tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 36 peserta didik yang ditentukan menggunakan teknik sampling jenuh, sehingga seluruh peserta didik kelas X-E3 dilibatkan sebagai subjek penelitian. Data dikumpulkan melalui tes pemahaman, observasi, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan peningkatan rata-rata nilai pemahaman kritis dari 62,5 pada prasiklus menjadi 74,2 pada siklus I dan 86,3 pada siklus II. Ketuntasan belajar meningkat dari 44,4% menjadi 69,4% dan 88,9%. Peserta didik semakin mampu mengidentifikasi ketidaksetaraan gender, menganalisis situasi, serta menyampaikan pendapat dan solusi berdasarkan prinsip kesetaraan. Dengan demikian, penggunaan media gambar dapat meningkatkan pemahaman kritis peserta didik tentang kesetaraan gender.

EMOTIONAL LABOR GURU SEKOLAH LUAR BIASA DALAM MENDAMPINGI SISWA AUTIS Nadya Putri Muliasari; Ahsan Romadlon Junaidi; ?Iin Indrawati
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.v6i4.15588

Studies on teachers' psychological dynamics in Indonesia have largely concentrated on general education settings using quantitative measures, leaving the subjective emotional demands of special education teachers underexplored. This study aims to explore special education teachers' lived experiences of emotional labor while supporting students with autism. Using a qualitative approach with Interpretative Phenomenological Analysis (IPA), six teachers from River Kids Autism Special School in Malang were selected via purposive sampling with a minimum of two years of mentoring experience. Data were gathered through in-depth semi-structured interviews and examined following systematic IPA procedures. The findings identified six superordinate themes: triggering situations, emotional display, emotion regulation, emotional impact, emotional recovery, and meaning of work. Teachers engaged in emotional labor through surface acting and deep acting when navigating tantrums, aggressive behaviors, communication barriers, and professional expectations, which occasionally elicited emotional dissonance and emotional exhaustion. Based on these insights, schools are encouraged to provide structured emotion regulation training, regular peer debriefing spaces, and accessible psychological counseling services to foster educator well-being. ABSTRAK Kajian mengenai dinamika psikologis guru di Indonesia umumnya masih terkonsentrasi pada ranah pendidikan reguler dengan fokus kuantitatif, sehingga penghayatan subjektif kerja emosional guru pendidikan khusus belum banyak terungkap. Penelitian ini bertujuan mengeksplorasi pengalaman emotional labor guru Sekolah Luar Biasa (SLB) dalam mendampingi siswa autisme. Menggunakan pendekatan kualitatif dengan Interpretative Phenomenological Analysis (IPA), enam guru SLB Autisme River Kids Malang dipilih melalui purposive sampling dengan kriteria minimal dua tahun pengalaman mendampingi siswa autisme. Pengumpulan data dilakukan melalui wawancara semi-terstruktur mendalam dan dianalisis mengikuti prosedur sistematis IPA. Hasil penelitian mengidentifikasi enam tema utama: situasi pemicu, tampilan emosi, regulasi emosi, dampak emosional, pemulihan emosi, dan makna pekerjaan. Para partisipan menjalankan emotional labor melalui strategi surface acting dan deep acting saat berhadapan dengan tantrum, perilaku agresif, hambatan komunikasi, serta ekspektasi profesionalitas yang berisiko memicu emotional dissonance dan emotional exhaustion. Berdasarkan temuan tersebut, disarankan penyelenggaraan pelatihan regulasi emosi terarah, forum debriefing antarguru secara berkala, dan penyediaan layanan konseling psikologis di sekolah untuk mendukung kesejahteraan subjektif pendidik.

THE ANALYSIS OF TEACHER STRATEGIES IN TEACHING READING SKILLS TO ENHANCE STUDENTS’ COMPREHENSION Anas Anas; Annisah Annisah; Ika Irawati
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.v6i4.15600

Reading skills are an important component of English language learning because they enable students to understand information presented in texts. In practice, students still face difficulties in understanding vocabulary and identifying main ideas, requiring the use of appropriate reading instructional strategies. This study aimed to analyze the strategies used by an English teacher in teaching reading skills and to identify the challenges faced by students in understanding texts at SMPN 3 Donggo. This study employed a descriptive qualitative design and was conducted in 2026. The participants were selected using purposive sampling and consisted of one English teacher and 21 eighth-grade students from Class VIII B. Data were collected through classroom observations, interviews, and documentation and were analyzed through data reduction, data display, and conclusion drawing. The findings showed that the teacher implemented reading strategies through three stages: pre-reading, while-reading, and post-reading. The strategies included activating students’ prior knowledge, using guiding questions, introducing vocabulary, reading aloud, skimming, scanning, identifying main ideas, conducting group discussions, summarizing, and retelling. The use of varied and interactive strategies supported students’ engagement in understanding texts, although some students still experienced difficulties with vocabulary and identifying main ideas. Therefore, the systematic and integrated implementation of reading strategies can support students’ reading comprehension. ABSTRAK Keterampilan membaca merupakan salah satu kemampuan penting dalam pembelajaran bahasa Inggris karena mendukung siswa dalam memahami informasi yang disajikan dalam teks. Dalam praktiknya, siswa masih menghadapi kesulitan dalam memahami kosakata dan mengidentifikasi ide pokok, sehingga diperlukan strategi pembelajaran membaca yang sesuai. Penelitian ini bertujuan untuk menganalisis strategi guru bahasa Inggris dalam mengajarkan keterampilan membaca serta mengidentifikasi tantangan siswa dalam memahami teks di SMPN 3 Donggo. Penelitian ini menggunakan desain deskriptif kualitatif dan dilaksanakan pada tahun 2026. Pemilihan subjek menggunakan teknik purposive sampling, dengan subjek terdiri atas 1 guru Bahasa Inggris dan 21 siswa kelas VIII B. Data dikumpulkan melalui observasi kelas, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan strategi membaca melalui tiga tahap, yaitu pre-reading, while-reading, dan post-reading. Strategi yang digunakan meliputi pengaktifan pengetahuan awal, pertanyaan pengarah, pengenalan kosakata, reading aloud, skimming, scanning, identifikasi ide pokok, diskusi kelompok, merangkum, dan retelling. Strategi yang bervariasi dan interaktif mendukung keterlibatan siswa dalam memahami teks, meskipun beberapa siswa masih mengalami kesulitan dalam penguasaan kosakata dan identifikasi ide pokok. Dengan demikian, penerapan strategi membaca secara bertahap dan terpadu dapat mendukung pemahaman membaca siswa.

EDUKASI ANTI-BULLYING SEBAGAI UPAYA PENCEGAHAN PERUNDUNGAN DALAM MENINGKATKAN KESADARAN SISWA Erfina Erfina; Annisa Nurul Izzah; Tri Meindayani Adzar; Nur Hidayat; Nadiyah Pratiwi; Friska Sarmi Anjani; Windy Wulandari; Charles Daber Tajeng
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.v6i4.15603

ABSTRACT Bullying in elementary schools is not recognized as problematic behavior, when it appears as teasing, negative nicknames, exclusion, or actions perceived as jokes. This condition shows the importance of education that helps students recognize its forms, impacts, and prevention strategies. This community service activity aimed to provide anti-bullying education to students at SD Negeri 1 Puosu to strengthen their understanding of bullying and preventive actions. The activity was conducted on August 3, 2026, involving 50 students from Grades 4, 5, and 6 through a participatory approach covering preparation, implementation, and evaluation. Materials were delivered through interactive presentations, questions and answers, discussions, and visual images. Evaluation was conducted through observation, verbal responses, questions and answers, discussions, and reflection using sticky notes. The results showed that students could identify diverse forms of bullying, understand its effects on victims’ feelings and comfort, and describe preventive actions, including respecting others, avoiding teasing or hurting peers, supporting victims, and reporting incidents to teachers. Sticky-note reflection provided space for students to express feelings, commitments, and positive messages. This activity can serve as a step to strengthen students’ understanding and awareness and support a safe school environment. ABSTRAK Perundungan di sekolah dasar sering belum dikenali siswa sebagai perilaku bermasalah, khususnya ketika muncul dalam bentuk ejekan, julukan negatif, pengucilan, atau tindakan yang dianggap sebagai candaan. Kondisi tersebut menunjukkan pentingnya edukasi yang membantu siswa mengenali bentuk, dampak, dan cara mencegah perundungan. Kegiatan pengabdian kepada masyarakat ini bertujuan memberikan edukasi anti-bullying kepada siswa SD Negeri 1 Puosu agar memahami bentuk dan dampak perundungan serta mengenali tindakan pencegahannya. Kegiatan dilaksanakan pada 3 Agustus 2026 dengan melibatkan sekitar 50 siswa kelas IV, V, dan VI menggunakan pendekatan partisipatif melalui tahap persiapan, pelaksanaan, dan evaluasi. Materi disampaikan melalui ceramah interaktif, tanya jawab, diskusi, contoh situasi, dan media visual gambar edukatif. Evaluasi dilakukan secara deskriptif melalui observasi, respons verbal, tanya jawab, diskusi, dan refleksi menggunakan sticky notes. Hasil kegiatan menunjukkan bahwa siswa dapat mengenali bentuk perundungan yang beragam, memahami dampaknya terhadap perasaan dan kenyamanan korban, serta menyebutkan langkah pencegahan berupa saling menghargai, tidak mengejek atau menyakiti teman, membantu korban, dan melaporkan kejadian kepada guru. Refleksi melalui sticky notes memberi ruang bagi siswa untuk menyampaikan perasaan, komitmen, dan pesan positif. Kegiatan ini dapat menjadi langkah awal untuk memperkuat pemahaman dan kesadaran siswa serta mendukung lingkungan sekolah yang aman dan nyaman.

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