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PERAN PENDIDIKAN LINGKUNGAN DALAM KURIKULUM BIOLOGI: MEMPERSIAPKAN GENERASI YANG PEDULI LINGKUNGAN DI KAMPUS IAIN KERINCI Eva Handayani; Titik Ivoriantika; Dede Ameliya; Devita Rosadi
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.v6i4.15614

ABSTRACT Environmental education plays an important role in developing students’ awareness and concern for environmental conservation through biology learning that integrates environmental issues. This study aimed to analyze the role of environmental education integration in the biology curriculum at IAIN Kerinci and its contribution to students’ environmental awareness and responsibility. The study employed a descriptive qualitative approach. The participants consisted of 35 individuals, including 30 students and 5 lecturers, selected using purposive sampling. Data were collected through interviews, observations, and curriculum document analysis. Data were analyzed thematically through transcription, data reading, coding, code grouping, theme identification, and narrative description. Data validity was ensured through source and technique triangulation and member checking. The findings showed that integrating environmental education through case studies, field activities, community-based projects, and innovative learning media could improve students’ environmental understanding, awareness, and responsibility. The study concludes that integrating environmental education into the biology curriculum can support the development of graduates who possess biological competencies as well as concern and responsibility for environmental conservation. ABSTRAK Pendidikan lingkungan memiliki peran penting dalam membentuk kesadaran dan kepedulian mahasiswa terhadap pelestarian alam melalui pembelajaran biologi yang mengintegrasikan isu-isu lingkungan. Penelitian ini bertujuan menganalisis peran integrasi pendidikan lingkungan dalam kurikulum biologi di IAIN Kerinci serta kontribusinya dalam membentuk pengetahuan, kesadaran, dan tanggung jawab mahasiswa terhadap lingkungan. Penelitian menggunakan metode deskriptif dengan pendekatan kualitatif. Informan penelitian berjumlah 35 orang, terdiri atas 30 mahasiswa dan 5 dosen, yang dipilih menggunakan teknik purposive sampling berdasarkan keterlibatan langsung dalam pembelajaran biologi yang memuat aspek pendidikan lingkungan. Data diperoleh melalui wawancara, observasi, dan analisis dokumen kurikulum. Data dianalisis secara tematik melalui tahapan transkripsi, pengkodean, pengelompokan kode, identifikasi tema, dan penyusunan hasil secara naratif. Hasil penelitian menunjukkan bahwa integrasi pendidikan lingkungan memberikan kontribusi terhadap peningkatan kesadaran dan tanggung jawab mahasiswa dalam menjaga kelestarian lingkungan. Implementasi pembelajaran melalui studi kasus, kegiatan lapangan, proyek berbasis komunitas, dan penggunaan media pembelajaran inovatif membantu meningkatkan pemahaman mahasiswa terhadap permasalahan lingkungan serta mendorong penerapan nilai kepedulian lingkungan dalam kehidupan sehari-hari. Penelitian ini menyimpulkan bahwa integrasi pendidikan lingkungan dalam kurikulum biologi di IAIN Kerinci dapat menjadi strategi untuk membentuk lulusan yang memiliki kompetensi biologi sekaligus kepedulian dan tanggung jawab terhadap pelestarian lingkungan.

HUBUNGAN ACHIEVEMENT GOAL ORIENTATION DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA PENGGUNA AI DI UNIVERSITAS HKBP NOMMMENSEN MEDAN Patricia Sigalingging; Nancy Naomi G.P Aritonang
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.v6i4.15657

ABSTRACT The presence of Artificial Intelligence (AI) has changed the way university students respond to various academic demands, including how they plan and complete assignments. In this context, achievement-oriented tendencies do not necessarily correspond to an ability to avoid delay. This study examines the relationship between Achievement Goal Orientation (AGO) and academic procrastination among AI-using students at Universitas HKBP Nommensen Medan. A total of 329 active students from various faculties participated through purposive sampling. Data were collected using the Achievement Goal Questionnaire-Revised (AGQ-R) and the Multidimensional Academic Procrastination Scale (MAPS-15), and were analyzed using Spearman Rank correlation because the data did not meet the normality assumption. The respondent profile indicated that 70.5% of students had a high level of AGO, with Mastery-Approach emerging as the dominant dimension. Meanwhile, academic procrastination was most commonly classified as moderate (42.1%), followed by the low category (40.2%). The relationship between AGO and procrastination was negative but very weak and statistically non-significant (r = −0.094; p = 0.090). Thus, the data do not provide sufficient evidence to establish an association between the two constructs in this sample. These findings position the context of AI use as a relevant consideration in understanding the dynamics of academic motivation and delay, without implying a causal relationship. ABSTRAK Kehadiran Artificial Intelligence (AI) telah mengubah cara mahasiswa menghadapi berbagai tuntutan akademik, termasuk ketika merencanakan dan menyelesaikan tugas. Dalam situasi tersebut, orientasi terhadap pencapaian belum tentu berjalan searah dengan kemampuan menghindari penundaan. Penelitian ini menelaah keterkaitan Achievement Goal Orientation (AGO) dan prokrastinasi akademik pada mahasiswa pengguna AI di Universitas HKBP Nommensen Medan. Sebanyak 329 mahasiswa aktif dari berbagai fakultas berpartisipasi melalui purposive sampling. Data diperoleh menggunakan Achievement Goal Questionnaire-Revised (AGQ-R) dan Multidimensional Academic Procrastination Scale (MAPS-15), kemudian dianalisis dengan korelasi Spearman Rank karena distribusi data tidak memenuhi asumsi normalitas. Profil responden memperlihatkan bahwa AGO berada pada kategori tinggi pada 70,5% mahasiswa, dengan dimensi Mastery-Approach sebagai kecenderungan yang dominan. Sementara itu, prokrastinasi akademik paling banyak berada pada kategori sedang (42,1%), diikuti kategori rendah (40,2%). Hubungan yang diperoleh antara AGO dan prokrastinasi bersifat negatif, tetapi sangat lemah dan tidak signifikan (r = −0,094; p = 0,090). Dengan demikian, data belum memberikan dasar yang memadai untuk mengaitkan kedua konstruk tersebut pada sampel ini. Temuan ini menempatkan konteks penggunaan AI sebagai pertimbangan yang relevan dalam memahami dinamika motivasi dan penundaan akademik, tanpa mengarah pada kesimpulan kausal.

PENGGUNAAN MEDIA SMILEBRIGHT BERBASIS WEB TERHADAP PENGETAHUAN KARIES PADA SISWA SEKOLAH DASAR Pujangga Abdillah Yositama; Agus Marjianto; Isnanto Isnanto; Sunomo Hadi
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.v6i4.15728

ABSTRACT Dental caries is one of the most common oral health problems among school-aged children and may be influenced by limited knowledge about its causes, development, impacts, and prevention. This study aimed to analyze the difference in knowledge about dental caries before and after the use of the web-based SmileBright media among fourth- to sixth-grade students at SDN Klangon 01, Saradan District, Madiun Regency. This study employed a pre-experimental design with a one-group pretest-posttest approach. The study sample consisted of 51 fourth- to sixth-grade students selected using simple random sampling. The intervention was delivered through SmileBright, a Google Sites-based educational medium containing materials and questions about dental caries. Students' knowledge was measured using a questionnaire before and after the intervention. Data were analyzed using the Wilcoxon Signed Rank Test with a significance level of 0.05. Before the intervention, 31 students (60.8%) had a low level of knowledge, 12 students (23.5%) had a moderate level, and 8 students (15.7%) had a good level. After the intervention, the number of students with low knowledge decreased to 3 (5.8%), while the numbers with moderate and good knowledge increased to 24 students (47.1%) each. The Wilcoxon test resulted in a p-value of 0.000 (p<0.05), indicating a significant difference in dental caries knowledge before and after the use of SmileBright. Web-based SmileBright can be used as an engaging and accessible alternative for dental health education to improve dental caries knowledge among elementary school students. ABSTRAK Karies gigi merupakan salah satu masalah kesehatan gigi dan mulut yang banyak terjadi pada anak usia sekolah dan dapat dipengaruhi oleh rendahnya pengetahuan mengenai penyebab, proses terjadinya, dampak, dan pencegahannya. Penelitian ini bertujuan menganalisis perbedaan pengetahuan tentang karies gigi sebelum dan sesudah penggunaan media SmileBright berbasis web pada siswa kelas 4–6 SDN Klangon 01 Kecamatan Saradan Kabupaten Madiun. Penelitian ini menggunakan desain pre-experimental dengan pendekatan one group pretest-posttest. Populasi penelitian adalah siswa kelas 4–6, dengan sampel sebanyak 51 siswa yang dipilih menggunakan teknik simple random sampling. Intervensi dilakukan menggunakan SmileBright berbasis Google Sites yang memuat materi edukasi dan soal mengenai karies gigi. Pengetahuan siswa diukur menggunakan kuesioner sebelum dan sesudah intervensi. Data dianalisis menggunakan Wilcoxon Signed Rank Test dengan tingkat signifikansi 0,05. Hasil penelitian menunjukkan bahwa sebelum intervensi sebanyak 31 siswa (60,8%) memiliki pengetahuan kurang, 12 siswa (23,5%) cukup, dan 8 siswa (15,7%) baik. Setelah intervensi, pengetahuan kurang menurun menjadi 3 siswa (5,8%), sedangkan pengetahuan cukup dan baik masing-masing menjadi 24 siswa (47,1%). Hasil uji Wilcoxon menunjukkan p-value 0,000 (p<0,05), sehingga terdapat perbedaan pengetahuan tentang karies gigi sebelum dan sesudah penggunaan SmileBright. SmileBright berbasis web dapat menjadi alternatif media edukasi kesehatan gigi yang menarik dan mudah diakses untuk meningkatkan pengetahuan karies gigi pada siswa sekolah dasar.

IMPLEMENTASI PROGRAM MAKAN BERGIZI GRATIS (MBG) DALAM MENINGKATKAN MOTIVASI BELAJAR PAI PESERTA DIDIK DI MTS MASALIKIL HUDA TAHUNAN JEPARA Ighfirly Zidnal Farich; Eka Setya Budi
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.v6i4.15746

The Free Nutritious Meal Program (MBG) is a government program designed to support students’ nutritional needs and improve their readiness to participate in learning activities. This study aimed to analyze the implementation of the MBG Program and its relationship with students’ learning motivation at MTs Masalikil Huda Tahunan, Jepara. The study employed a quantitative approach involving 30 students selected through purposive sampling. Data were collected through observation, interviews, and documentation, while quantitative data were analyzed using a Paired Samples t-Test with the assistance of SPSS. The results showed that the implementation of the MBG Program contributed positively to students’ learning conditions, particularly in terms of learning focus, persistence, perseverance, and interest. The Paired Samples t-Test showed a significance value of 0.000 (p < 0.05) for all pairs of variables, namely perseverance, persistence, interest, and learning focus in relation to learning motivation. Learning focus had the largest absolute t-value, indicating that it was the most dominant indicator in the research data. In addition to supporting learning readiness, the MBG Program helped fulfill students’ nutritional needs, reduce their daily allowance expenditures, and provide greater benefits for students from economically disadvantaged families. However, the implementation of the program still faced challenges, particularly limited menu variation and delays in food distribution. Therefore, the MBG Program has the potential to serve as a supporting factor for students’ learning motivation when accompanied by effective management, distribution, and supervision. ABSTRAK Program Makan Bergizi Gratis (MBG) merupakan salah satu program pemerintah yang bertujuan mendukung pemenuhan kebutuhan gizi peserta didik dan menunjang kesiapan mereka dalam mengikuti pembelajaran. Penelitian ini bertujuan menganalisis implementasi Program MBG serta keterkaitannya dengan motivasi belajar peserta didik di MTs Masalikil Huda Tahunan Jepara. Penelitian menggunakan pendekatan kuantitatif dengan melibatkan 30 peserta didik sebagai sampel yang dipilih secara purposif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, sedangkan data kuantitatif dianalisis menggunakan Paired Samples t-Test dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa implementasi MBG memberikan kontribusi positif terhadap kondisi belajar peserta didik, terutama pada aspek fokus belajar, keuletan, ketekunan, dan minat belajar. Hasil uji Paired Samples t-Test menunjukkan nilai signifikansi sebesar 0,000 (p < 0,05) pada seluruh pasangan variabel, yaitu ketekunan, keuletan, minat, dan fokus belajar dengan motivasi belajar. Fokus belajar menunjukkan nilai t absolut terbesar, sehingga menjadi indikator yang paling dominan dalam data penelitian. Selain mendukung kesiapan belajar, MBG juga membantu memenuhi kebutuhan gizi, menghemat pengeluaran uang saku, dan memberikan manfaat lebih besar bagi peserta didik dari keluarga kurang mampu. Namun, pelaksanaan program masih menghadapi kendala berupa variasi menu dan keterlambatan distribusi. Dengan demikian, MBG berpotensi menjadi salah satu faktor pendukung motivasi belajar apabila disertai pengelolaan, distribusi, dan pengawasan yang baik.

IMPLEMENTASI LITERASI DIGITAL GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR Wiwin Sunita; Imam Syafe’i; Chairul Amriyah; Sunarto Sunarto
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.v6i4.15754

ABSTRACT Technology-based learning transformation places Islamic Religious Education (PAI) teachers in a position where they are required not only to be capable of using digital devices but also to direct their use in accordance with learning objectives and Islamic educational values. This study analyzes the implementation of digital literacy among PAI teachers in improving the quality of learning in public elementary schools in Labuhan Ratu District, Bandar Lampung City, by examining digital skill, digital ethics, digital safety, and digital culture across the stages of learning planning, implementation, and evaluation, while also identifying supporting and inhibiting factors and their contribution to students’ learning processes and outcomes. The study employed a descriptive qualitative approach in three public elementary schools. Participants were selected through purposive sampling and consisted of six PAI and Character Education teachers and three school principals. Data were collected through in-depth interviews, observations, and documentation, and were analyzed through data condensation, data display, and conclusion drawing, supported by source and technique triangulation. The findings indicate that teachers utilized laptops, projectors, Smart TVs, PowerPoint, videos, the internet, and digital applications contextually. Such utilization supported greater variation in learning activities and student engagement, although implementation differed across schools due to disparities in teacher competence and available facilities. Strengthening professional competence and school support emerged as conditions influencing the sustainability of digital literacy implementation. ABSTRAK Transformasi pembelajaran berbasis teknologi menempatkan guru Pendidikan Agama Islam (PAI) pada posisi yang tidak hanya dituntut mampu menggunakan perangkat digital, tetapi juga mengarahkannya sesuai tujuan pembelajaran dan nilai pendidikan Islam. Penelitian ini menganalisis implementasi literasi digital guru PAI dalam meningkatkan kualitas pembelajaran di Sekolah Dasar Negeri Kecamatan Labuhan Ratu, Kota Bandar Lampung, dengan menelaah digital skill, digital ethics, digital safety, dan digital culture pada tahap perencanaan, pelaksanaan, dan evaluasi pembelajaran, sekaligus mengidentifikasi faktor pendukung dan penghambat serta kontribusinya terhadap proses dan hasil belajar peserta didik. Penelitian menggunakan pendekatan kualitatif deskriptif pada tiga sekolah dasar negeri. Partisipan dipilih melalui purposive sampling dan terdiri atas enam guru PAI dan Budi Pekerti serta tiga kepala sekolah. Data dihimpun melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan teknik. Temuan menunjukkan bahwa guru memanfaatkan laptop, proyektor, Smart TV, PowerPoint, video, internet, dan aplikasi digital secara kontekstual. Pemanfaatan tersebut mendukung variasi aktivitas dan keterlibatan peserta didik, tetapi penerapannya berbeda antarsekolah karena kompetensi guru dan fasilitas belum merata. Penguatan kompetensi profesional dan dukungan sekolah menjadi kondisi yang berpengaruh terhadap keberlanjutan implementasi literasi digital.

PEMANFAATAN CERITA RAKYAT BERBASIS KEARIFAN LOKAL DALAM PEMBELAJARAN BAHASA INDONESIA UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PESERTA DIDIK DI KELAS III SDN 071014 DIMA Erna Lisnawati Gea; Dernius Hura; Arozatulo Bawamenewi; Iman Sudi Zega
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.v6i4.15793

ABSTRACT This study was prompted by the limited reading-aloud skills of third-grade students in Indonesian language learning at SDN 071014 Dima, particularly in reading fluency, pronunciation accuracy, and intonation. The study aimed to describe the implementation of local wisdom-based folklore and the improvement of students’ reading-aloud skills. A Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model was conducted in two cycles, each consisting of planning, action, observation, and reflection. The study involved 18 students selected through total sampling because all students in the third-grade class were involved as research participants. Data were collected through observation, tests, and documentation, using observation sheets and a reading-aloud assessment rubric covering fluency, pronunciation, and intonation. The intervention employed Nias folklore as reading material, accompanied by reading modeling, turn-taking practice, guidance, and feedback to improve students’ reading performance. The data were analyzed descriptively and quantitatively by calculating the mean reading-aloud performance and the percentage of students achieving learning mastery in each cycle. The results showed an increase in the mean reading-aloud performance from 62.96% in Cycle I to 78.24% in Cycle II, representing an absolute increase of 15.28 percentage points. Learning mastery also increased from 6 students (33.33%) to 15 students (83.33%). This achievement met the success criterion, with at least 75% of students reaching the Minimum Learning Achievement Criterion (KKTP). The findings indicate that the use of local wisdom-based folklore can support the development of reading-aloud skills while incorporating local cultural contexts into Indonesian language learning. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya keterampilan membaca nyaring peserta didik dalam pembelajaran Bahasa Indonesia di kelas III SDN 071014 Dima, terutama pada aspek kelancaran membaca, ketepatan lafal, dan intonasi. Penelitian ini bertujuan untuk mendeskripsikan penerapan cerita rakyat berbasis kearifan lokal dan peningkatan keterampilan membaca nyaring peserta didik. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 18 peserta didik yang ditetapkan melalui teknik total sampling karena seluruh peserta didik dalam kelas III dilibatkan sebagai subjek penelitian. Data dikumpulkan melalui observasi, tes, dan dokumentasi dengan instrumen berupa lembar observasi dan rubrik penilaian membaca nyaring yang mencakup kelancaran, lafal, dan intonasi. Tindakan memanfaatkan cerita rakyat Nias sebagai bahan bacaan, disertai pemodelan membaca, latihan bergantian, bimbingan, dan umpan balik untuk memperbaiki kemampuan membaca peserta didik. Data dianalisis secara deskriptif kuantitatif melalui perhitungan rata-rata keterampilan membaca nyaring dan persentase ketuntasan belajar pada setiap siklus. Hasil penelitian menunjukkan bahwa rata-rata keterampilan membaca nyaring meningkat dari 62,96% pada Siklus I menjadi 78,24% pada Siklus II, sehingga terdapat peningkatan absolut sebesar 15,28 poin persentase. Ketuntasan belajar meningkat dari 6 peserta didik (33,33%) menjadi 15 peserta didik (83,33%). Capaian tersebut telah memenuhi indikator keberhasilan, yaitu sekurang-kurangnya 75% peserta didik mencapai KKTP. Temuan ini menunjukkan bahwa pemanfaatan cerita rakyat berbasis kearifan lokal dapat mendukung perkembangan keterampilan membaca nyaring sekaligus menghadirkan konteks budaya lokal dalam pembelajaran Bahasa Indonesia.

PENGARUH MODEL PEMBELAJARAN BERBASIS PERMAINAN DETEKTIF IRAMA TERHADAP HASIL BELAJAR PJOK SISWA KELAS Novia Br Manik; Joen Parningotan Purba; Rizki Bastanta B. Manalu
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.v6i4.15820

Physical education learning in rhythmic movement activities at primary schools often faces obstacles due to conventional and monotonous instructional methods, directly affecting students' low motivation and physical competence. This study aims to address this research gap by evaluating the implementation of the "Rhythm Detective" game-based learning model and investigating its significant effect on physical education learning outcomes among fifth-grade students at UPT SD Negeri 060886 Medan Baru in the 2025/2026 academic year. A quantitative approach with a one group pretest-posttest design was utilized. The target population comprised 65 fifth-grade students, from which 22 students from class V C were selected as research samples using a purposive sampling technique based on ethical considerations. Data collection techniques involved cognitive-motor tests, student questionnaires, structured classroom observations, and instructional documentation that had satisfied construct validity and reliability standards. The results revealed that the average pre-test score of 50.45 significantly increased to 77.95 in the post-test, supported by an average student questionnaire response of 81.13. Hypothesis testing using paired t-test produced t_"count" =7.502, exceeding t_"table" =1.717 at a significance level of 0.000<0.05, confirming that the alternative hypothesis (H_a) is accepted. In conclusion, the rhythm detective game-based learning model exerts a positive and significant effect on enhancing rhythmic movement learning outcomes, serving as an effective pedagogical alternative for primary school physical education. ABSTRAK Pembelajaran PJOK pada materi gerak berirama di sekolah dasar kerap mengalami kendala akibat model pembelajaran yang konvensional dan monoton, sehingga berdampak pada rendahnya motivasi serta hasil belajar siswa. Penelitian ini bertujuan untuk mengkaji efektivitas penerapan model pembelajaran berbasis permainan "Detektif Irama" dalam menjembatani kesenjangan motivasi belajar tersebut serta mengetahui pengaruhnya terhadap hasil belajar PJOK siswa kelas V UPT SD Negeri 060886 Medan Baru Tahun Ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen one group pretest-posttest design. Populasi penelitian mencakup seluruh siswa kelas V yang berjumlah 65 orang, dengan penentuan sampel menggunakan teknik purposive sampling sehingga diperoleh sampel sebanyak 22 siswa pada kelas V C. Teknik pengumpulan data dilakukan melalui tes hasil belajar, angket respon siswa, observasi keterlaksanaan, dan dokumentasi yang telah melalui uji validitas serta reliabilitas. Hasil analisis menunjukkan nilai rata-rata pre-test sebesar 50,45 meningkat secara signifikan menjadi 77,95 pada post-test, disertai rerata angket respon siswa sebesar 81,13. Pengujian hipotesis melalui uji-t menghasilkan t_"hitung" =7,502 yang lebih besar daripada t_"tabel" =1,717 dengan taraf signifikansi 0,000<0,05, sehingga H_a diterima dan H_0 ditolak. Dengan demikian, model pembelajaran berbasis permainan Detektif Irama terbukti memberikan pengaruh positif dan signifikan terhadap peningkatan hasil belajar gerak berirama siswa sekolah dasar.

PENGARUH METODE PEMBELAJARAN OUTDOOR LEARNING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN PJOK KELAS V Valentino S.P. Siboro; Joen Parningotan Purba; Heka Maya Sari Sembiring
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.v6i4.15821

Physical Education, Sports, and Health (PJOK) instruction in elementary schools frequently faces low student motivation and academic achievement due to conventional classroom-confined routines that restrict physical exploration. This pedagogical gap necessitates the implementation of contextual, nature-based learning methods capable of simultaneously stimulating kinesthetic activity and cognitive mastery. This study aims to determine the effect of the outdoor learning method on the PJOK learning outcomes of fifth-grade students concerning rounders/kasti games at SDN 060921 Medan Sunggal during the 2025/2026 academic year. A quantitative experimental approach with a one-group pretest-posttest design was utilized, involving 24 students from Class V-A selected through a purposive sampling technique. Data were collected via a 20-item multiple-choice achievement test, an observation checklist, and a student questionnaire, all validated through expert judgment. Inferential data analysis included the Shapiro-Wilk normality test and hypothesis testing using a paired-sample t-test processed via SPSS version 25 at a 5% significance level. The results revealed that the mean pretest score of 65.00 increased significantly to 78.33 in the posttest, accompanied by a Product Moment correlation coefficient of r = 0.717. The hypothesis test yielded t_"calculated" =4.621>t_"table" =2.074 with a significance value of 0.000 (< 0.05); therefore, H_0 was rejected and H_a was accepted. In conclusion, the outdoor learning method exerts a positive and significant effect on elementary school students' PJOK learning outcomes. ABSTRAK Pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) di sekolah dasar sering kali menghadapi kendala rendahnya motivasi dan ketuntasan belajar akibat dominasi instruksi konvensional di dalam kelas yang membatasi ruang eksplorasi fisik siswa. Kesenjangan empiris ini menuntut diterapkannya metode pembelajaran kontekstual berbasis alam terbuka yang mampu merangsang keaktifan kinestetik dan pemahaman kognitif siswa secara bersamaan. Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran outdoor learning terhadap hasil belajar siswa pada mata pelajaran PJOK materi permainan kasti di kelas V SDN 060921 Medan Sunggal Tahun Pembelajaran 2025/2026. Pendekatan yang digunakan adalah kuantitatif eksperimen dengan desain one-group pretest-posttest design yang melibatkan 24 peserta didik kelas V-A yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan instrumen tes hasil belajar pilihan ganda sebanyak 20 butir soal, lembar observasi keterlaksanaan, dan angket respon siswa yang telah divalidasi ahli. Analisis data inferensial dilakukan melalui uji normalitas Shapiro-Wilk dan pengujian hipotesis menggunakan paired sample t-test berbantuan SPSS versi 25 pada taraf signifikansi 5%. Hasil penelitian menunjukkan nilai rata-rata pretest sebesar 65,00 meningkat menjadi 78,33 pada saat posttest, serta nilai korelasi Product Moment sebesar r=0,717. Pengujian hipotesis menghasilkan nilai t_"hitung" =4,621>t_"tabel" =2,074 dengan nilai signifikansi 0,000 < 0,05, sehingga H_0 ditolak dan H_a diterima. Dengan demikian, metode pembelajaran outdoor learning terbukti berpengaruh positif dan signifikan terhadap peningkatan hasil belajar PJOK siswa sekolah dasar.

PENERAPAN METODE GAME BASED LEARNING BERBANTUAN MEDIA E-PUZZLE TEMATIK AKSI UNTUK MENINGKATKAN MOTIVASI BELAJAR Tsalis Farkhatun Nisak; Nila Ubaidah; Niwi Sruti Handayani
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.v6i4.15822

ABSTRACT The dominance of teacher-centered instruction in Pendidikan Pancasila learning for Grade III students at SDN Muktiharjo Kidul 03 triggered a decline in student enthusiasm and active participation. This study aimed to analyze the implementation of the Game-Based Learning (GBL) model assisted by the thematic E-Puzzle AKSI in increasing student learning motivation in Pendidikan Pancasila instruction for Grade III at SDN Muktiharjo Kidul 03. Adapting the Classroom Action Research design following the Kemmis and McTaggart framework, the intervention was conducted across two iterative cycles. Participant selection employed a total sampling technique, involving all 28 Grade III students. Data collection combined observation sheets, motivation questionnaires, and documentation, which were subsequently processed through quantitative and qualitative analysis. The learning scenario was executed through group-based digital puzzle tasks combined with structured challenges and the reinforcement of national values. The evaluation results confirmed a significant escalation in student learning motivation, increasing from an initial mean of 54.39% to 62.68% in Cycle I, and reaching 76.68% in Cycle II. In parallel, the classical mastery ratio surged markedly from 32.14% to 46.43%, ultimately achieving complete 100% mastery at the end of the second cycle. These findings demonstrate that integrating the Game-Based Learning framework with the thematic E-Puzzle AKSI effectively revitalizes the learning motivation and active engagement of elementary school students. ABSTRAK Dominasi instruksi berpusat pada guru dalam pembelajaran Pendidikan Pancasila kelas III SDN Muktiharjo Kidul 03 memicu penurunan antusiasme serta partisipasi aktif murid. Penelitian ini bertujuan menganalisis penerapan Game-Based Learning (GBL) berbantuan E-Puzzle Tematik AKSI dalam meningkatkan motivasi belajar murid pada pembelajaran Pendidikan Pancasila kelas III SDN Muktiharjo Kidul 03. Mengadaptasi desain Penelitian Tindakan Kelas alur Kemmis dan McTaggart, tindakan intervensi digelar dalam dua siklus berulang. Penentuan partisipan menerapkan teknik total sampling, melibatkan seluruh murid kelas III yang berjumlah 28 orang. Pengumpulan data mengombinasikan instrumen lembar observasi, angket motivasi, dan dokumentasi, yang kemudian diolah melalui analisis kuantitatif kualitatif. Skenario pembelajaran diimplementasikan melalui penugasan puzzle digital berbasis kelompok yang dikombinasikan dengan tantangan terstruktur serta penguatan nilai-nilai kebangsaan. Hasil evaluasi mengonfirmasi eskalasi motivasi belajar murid secara signifikan, bergerak dari rerata 54,39% pada kondisi awal menjadi 62,68% pada Siklus I, hingga menembus 76,68% pada Siklus II. Secara paralel, rasio ketuntasan klasikal melonjak pesat dari 32,14% menjadi 46,43%, dan akhirnya mencapai ketuntasan sempurna 100% di akhir siklus kedua. Temuan ini membuktikan bahwasanya integrasi kerangka Game-Based Learning dan E-Puzzle Tematik AKSI efektif merevitalisasi motivasi serta keterlibatan belajar murid sekolah dasar.

EVALUASI PEMBELAJARAN BAHASA INDONESIA KHUSUS KETERAMPILAN MEMBACA PEMAHAMAN DI KELAS X SMAN 1 TANJUNG BUNGA TAHUN PELAJARAN 2025/2026 Redemta Rerin Koten; Sirilus Karolus Keroponama Keban; Yoakim Yolanda Mario Leu
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.v6i4.15823

Reading comprehension skills in secondary education frequently encounter sociolinguistic constraints and instructional logistical deficits that are rarely evaluated holistically. This empirical gap has left the underlying roots of students' low reading literacy in archipelagic regions inadequately mapped across the educational ecosystem. This study aims to evaluate Indonesian language learning specifically for reading comprehension skills among tenth-grade students of SMAN 1 Tanjung Bunga in the 2025/2026 academic year using the CIPP (Context, Input, Process, Product) evaluation model. This study employed a qualitative-evaluative approach with descriptive methods involving 93 students across three classes, two Indonesian language teachers, and one school principal selected through purposive sampling. Data were collected via classroom observations, in-depth interviews, and document reviews validated through expert judgment. The data analysis applied the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. The results revealed that context evaluation aligned well with the Merdeka Curriculum for Phase E, yet it was hindered by students' low initial literal reading competence. The input evaluation faced acute obstacles due to severe library building damage and a shortage of printed textbooks in the classroom. The process evaluation showed that instructional syntax ran systematically using skimming and scanning techniques, but was persistently challenged by Lamaholot regional language interference. The product evaluation revealed that classical mastery reached only 40.86%, with 59.14% of students falling below the learning completion criteria of 75. ABSTRAK Keterampilan membaca pemahaman di jenjang sekolah menengah atas kerap menghadapi kendala sosiolinguistik dan keterbatasan logistik instruksional yang jarang dievaluasi secara holistik. Kesenjangan empiris ini menyebabkan akar masalah rendahnya literasi siswa di wilayah kepulauan belum terpetakan secara sistematis dari aspek ekosistem belajarnya. Penelitian ini bertujuan mengevaluasi pembelajaran Bahasa Indonesia khusus keterampilan membaca pemahaman siswa kelas X SMAN 1 Tanjung Bunga Tahun Pelajaran 2025/2026 menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian ini menggunakan pendekatan kualitatif-evaluatif dengan metode deskriptif yang melibatkan 93 siswa kelas X dari tiga rombongan belajar, dua guru pamong, dan satu kepala sekolah yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui observasi kelas, wawancara mendalam, dan telaah dokumen yang telah divalidasi ahli. Teknik analisis data dilakukan melalui model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa evaluasi context telah selaras dengan Kurikulum Merdeka fase E, namun terhambat kemampuan awal membaca literal siswa. Evaluasi input mengalami defisit serius berupa kerusakan gedung perpustakaan dan kekurangan buku teks cetak riil di kelas. Evaluasi process menunjukkan sintaks mengajar telah berjalan sistematis menggunakan teknik skimming dan scanning, namun terkendala interferensi bahasa daerah Lamaholot. Evaluasi product membuktikan ketuntasan belajar secara klasikal hanya mencapai 40,86%, di mana 59,14% siswa belum melampaui kriteria ketuntasan tujuan pembelajaran sebesar 75.

Home Page

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Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

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+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

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

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yogi Setiawan

Contact Email jurnal.P4I@gmail.com

Phone +62851733700892

Journal Mail Official jurnal.P4I@gmail.com

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

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

Phone
+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

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

Location
Unknown,

Unknown

INDONESIA