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ANALISIS MAKNA SIMBOL MOTIF TENUN IKAT MASYARAKAT DESA ILEKIMOK KABUPATEN LEMBATA Veronika Niga; Rikardus Pande; Imelda Oliva Wissang
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.v6i4.15824

This study examines the symbolic meanings of woven ikat motifs in the Ilekimok village community, Lembata Regency. The objective of this research is to analyze the semiotic structures and uncover the cultural-philosophical values represented through these traditional fabrics. A descriptive qualitative method was employed, focusing on Roland Barthes' semiotic framework encompassing denotation, connotation, and myth dimensions. The data sources comprised 12 focal informants, including traditional weavers, cultural leaders, and community elders selected via a purposive sampling technique. Data collection was carried out through participant observation, in-depth interviews, and document analysis validated through expert judgment. The findings revealed four primary ikat motifs in Ilekimok Village: the sun motif symbolizing the primordial source of life for an agrarian society, the timulolon motif representing fertility and harvest fortune, the kebekor motif portraying resilience in securing sustenance through fish iconography, and the ruit motif featuring symmetrical rhombuses reflecting social order, solidarity, and communal cohesion. ABSTRAK Penelitian ini mengkaji analisis makna simbol motif tenun ikat masyarakat Desa Ilekimok, Kabupaten Lembata. Tujuan penelitian ini adalah menganalisis struktur lambang serta mengungkap nilai filosofis budaya yang direpresentasikan melalui motif kain tradisional tersebut. Penelitian ini menggunakan metode kualitatif deskriptif dengan fokus pada interpretasi semiotika Roland Barthes yang mencakup tataran denotasi, konotasi, dan mitos. Sampel sumber data berjumlah 12 informan yang terdiri atas penenun tradisional, tokoh adat, dan tetua masyarakat yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan telaah dokumen yang telah divalidasi ahli. Hasil penelitian menemukan empat motif utama tenun ikat di Desa Ilekimok, yaitu motif matahari yang melambangkan sumber energi kehidupan alamiah masyarakat agraris, motif timulolon yang merepresentasikan kesuburan dan keberuntungan panen, motif kebekor yang memvisualisasikan ketangguhan mencari rezeki melalui simbol ikan, serta motif ruit berbentuk belah ketupat simetris yang mencerminkan keteraturan sosial, persatuan, dan keteguhan komunal.

PENGARUH MODEL PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN IPAS Putri Taxima Gultom; Rizki Bastanta B. Manalu; Lasmaria Agnes Sinaga
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.v6i4.15825

Natural and Social Sciences (IPAS) instruction in primary schools frequently encounters obstacles due to the prevalence of one-way teaching practices that provide insufficient opportunities for learners to articulate their conceptual understanding before their peers. The limited implementation of cooperative learning models that empower students as peer facilitators contributes to poor mastery of social economic concepts. This study aims to determine the effect of the Student Facilitator and Explaining (SFAE) learning model on fourth-grade students' learning outcomes in IPAS at SD Negeri 060933 Medan Johor in the 2025/2026 academic year. This research employed a quantitative approach with a pre-experimental method using a one-group pretest-posttest design. The research population comprised 94 students, with a sample of 28 fourth-grade students from class IV-A selected via purposive sampling. Data were accumulated through validated written achievement tests, student response questionnaires, and documentation. Data analysis was conducted using descriptive statistics, normality tests, Pearson Product Moment correlation, and linear regression hypothesis testing (t-test) assisted by IBM SPSS. The results demonstrated that the class average score increased markedly from 53.57 in the pretest to 83.71 in the posttest, supported by an average student response score of 103.32 in the very good category. The hypothesis testing yielded t_"count" =6.017, which exceeded t_"table" =2.056 (p=0.000<0.05), with a strong correlation coefficient of 0.763. Consequently, the Student Facilitator and Explaining (SFAE) model exerts a positive and statistically significant effect on elementary school students' IPAS learning outcomes. ABSTRAK Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar kerap mengalami kendala akibat dominasi pembelajaran satu arah yang belum memberi ruang leluasa bagi peserta didik untuk mengartikulasikan kembali pemahamannya di depan kelas. Keterbatasan penggunaan model pembelajaran kooperatif yang memberdayakan peran siswa sebagai fasilitator sebaya menyebabkan rendahnya penguasaan konsep kegiatan ekonomi. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Student Facilitator and Explaining (SFAE) terhadap hasil belajar siswa pada mata pelajaran IPAS kelas IV SD Negeri 060933 Medan Johor Tahun Ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pra-eksperimental (pre-experimental design) melalui rancangan one-group pretest-posttest design. Populasi penelitian berjumlah 94 siswa, sedangkan sampel penelitian berjumlah 28 siswa kelas IV-A yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui instrumen tes tertulis berupa pretest dan posttest, angket respons siswa, serta dokumentasi yang telah teruji validitas dan reliabilitasnya. Analisis data dilakukan melalui statistik deskriptif, uji normalitas, analisis korelasi Product Moment, dan uji hipotesis regresi (uji-t) berbantuan program IBM SPSS. Hasil penelitian menunjukkan bahwa nilai rata-rata hasil belajar siswa meningkat dari 53,57 pada saat pretest menjadi 83,71 pada saat posttest, dengan perolehan skor angket respons sebesar 103,32 pada kategori sangat baik. Hasil uji hipotesis menunjukkan nilai t_"hitung" =6,017 yang lebih besar dari t_"tabel" =2,056 (p=0,000<0,05), serta koefisien korelasi sebesar 0,763 pada kategori hubungan kuat. Dengan demikian, model pembelajaran Student Facilitator and Explaining (SFAE) berpengaruh positif dan signifikan terhadap hasil belajar IPAS siswa sekolah dasar.

UPAYA MENINGKATKAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL COOPERATIVE LEARNING TIPE STAD MATA PELAJARAN BAHASA INDONESIA Liana Liana; Parida Paskah Purba; Cherly Br Tarigan; Cinthya O Lumban Tungkup; Irene Sandriana 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.v6i4.15826

Indonesian language instruction in primary education is frequently dominated by conventional lecture methods that restrict peer collaboration, leaving students' reading comprehension and language competencies underdeveloped. The lack of structured cooperative learning frameworks that cultivate individual accountability within team tasks remains a major cause of suboptimal academic performance. This study aims to enhance fifth-grade elementary students' Indonesian language learning outcomes by applying the Student Teams Achievement Division (STAD) cooperative learning model at SD Swasta Anastasia. This study utilized Classroom Action Research (CAR) conducted across two cycles, each encompassing planning, acting, observing, and reflecting phases. The research participants comprised all 29 fifth-grade students selected through total sampling. Data were accumulated through teacher and student observation checklists, cognitive achievement tests, and documentation procedures validated by educational experts. The findings demonstrated that implementing the STAD cooperative learning model substantially augmented students' learning engagement and academic achievement. The class mean score rose from 64.31 in the baseline assessment to 74.48 in Cycle I, ultimately reaching 87.59 in Cycle II. Classical learning mastery escalated markedly from 44.83% prior to intervention to 72.41% in Cycle I, and peaked at 93.10% in Cycle II, comfortably surpassing the set success benchmark of 85%. Consequently, the STAD cooperative learning model is verified to be effective in elevating elementary students' Indonesian language learning outcomes. ABSTRAK Pembelajaran Bahasa Indonesia di sekolah dasar masih sering didominasi oleh metode ceramah konvensional yang membatasi interaksi antarsiswa, sehingga pemahaman materi teks dan keterampilan berbahasa belum berkembang optimal. Keterbatasan eksplorasi model pembelajaran kooperatif terstruktur yang menekankan tanggung jawab individu dalam kelompok menjadi faktor utama rendahnya ketuntasan belajar siswa. Penelitian ini bertujuan untuk meningkatkan hasil belajar Bahasa Indonesia siswa kelas V melalui penerapan model Cooperative Learning tipe Student Teams Achievement Division (STAD) di SD Swasta Anastasia. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, di mana setiap siklus mencakup tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian melibatkan seluruh siswa kelas V SD Swasta Anastasia yang berjumlah 29 orang dan dipilih menggunakan teknik total sampling. Teknik pengumpulan data dilakukan melalui observasi aktivitas guru dan siswa, tes hasil belajar kognitif, serta studi dokumentasi yang telah divalidasi oleh ahli. Hasil penelitian membuktikan bahwa penerapan model Cooperative Learning tipe STAD efektif meningkatkan keaktifan dan hasil belajar siswa secara berkelanjutan. Nilai rata-rata kelas meningkat dari 64,31 pada tes awal menjadi 74,48 pada Siklus I, dan mencapai puncaknya sebesar 87,59 pada Siklus II. Persentase ketuntasan belajar klasikal siswa melonjak drastis dari 44,83% sebelum perlakuan menjadi 72,41% pada Siklus I, hingga akhirnya mencapai 93,10% pada Siklus II, melampaui indikator keberhasilan yang ditetapkan sebesar 85%. Dengan demikian, model pembelajaran kooperatif tipe STAD terbukti efektif dalam meningkatkan hasil belajar Bahasa Indonesia siswa sekolah dasar.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBANTUAN MEDIA AUDIO VISUAL TERHADAP HASIL BELAJAR IPAS Christian Lorinto Manurung; Regina Sipayung; Heka Maya Sari Br 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.v6i4.15827

Low student learning outcomes in Natural and Social Sciences (IPAS) are frequently triggered by students' perceptions that scientific concepts are abstract and disconnected from their daily lives. This pedagogical gap is exacerbated by conventional teacher-centered learning that lacks collaborative group dynamics and concrete visualization media. This study aims to determine the effect of the Student Teams Achievement Division (STAD) cooperative learning model, supported by audio-visual media, on the IPAS learning outcomes of fifth-grade students at SD Negeri 067246 Flamboyan Raya during the 2025/2026 academic year. A quantitative method with a pre-experimental design using a one-group pretest-posttest design was employed. The study population consisted of 30 students, all of whom were selected as the sample using a total sampling technique. Data were gathered through a 31-item multiple-choice achievement test and a student response questionnaire, both verified as valid and reliable. The results indicated that the average pretest score of 49.66 increased significantly to 85.63 in the posttest. The Product Moment correlation analysis yielded r_"calculated" =0.720>r_"table" =0.361, representing a strong relationship. Hypothesis testing using the t-test resulted in t_"calculated" =5.496>t_"table" =2.048 at α=0.05 (Sig. = 0.000 < 0.05); therefore, H_0 was rejected and H_a was accepted. In conclusion, the STAD-type cooperative learning model supported by audio-visual media exerts a positive and significant effect on elementary school students' IPAS learning outcomes. ABSTRAK Rendahnya hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) sering kali dilatarbelakangi oleh persepsi siswa bahwa materi pelajaran bersifat abstrak dan tidak berkaitan dengan realitas kehidupan sehari-hari. Kesenjangan ini diperparah oleh dominasi pembelajaran konvensional yang minim melibatkan interaksi kelompok serta media visualisasi konkret. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) berbantuan media audio visual terhadap hasil belajar IPAS siswa kelas V SD Negeri 067246 Flamboyan Raya Tahun Pembelajaran 2025/2026. Metode penelitian yang digunakan adalah kuantitatif dengan desain pre-experimental design melalui rancangan one-group pretest-posttest design. Populasi penelitian berjumlah 30 siswa dan seluruhnya dijadikan sampel penelitian menggunakan teknik total sampling. Pengumpulan data dilakukan melalui tes hasil belajar pilihan ganda sebanyak 31 butir soal dan angket respon siswa yang telah terbukti valid dan reliabel. Hasil penelitian menunjukkan nilai rata-rata pretest sebesar 49,66 meningkat signifikan menjadi 85,63 pada posttest. Hasil uji korelasi Product Moment diperoleh nilai r_"hitung" =0,720>r_"tabel" =0,361 yang menunjukkan hubungan sangat kuat. Pengujian hipotesis dengan uji-t menghasilkan nilai t_"hitung" =5,496>t_"tabel" =2,048 pada taraf signifikansi α=0,05 (Sig. = 0,000 < 0,05), sehingga H_0 ditolak dan H_a diterima. Dengan demikian, model pembelajaran kooperatif tipe STAD berbantuan media audio visual terbukti berpengaruh positif dan signifikan terhadap hasil belajar IPAS siswa sekolah dasar.

PENGARUH METODE ROLE PLAYING TERHADAP HASIL BELAJAR PJOK SISWA KELAS IV UPT SD NEGERI 060886 Rima Br Purba; 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.v6i4.15828

Physical Education, Sports, and Health (PJOK) learning in elementary schools has predominantly relied on teacher-centered instructional approaches, resulting in low student engagement and sub-optimal motor learning outcomes. This gap indicates the scarce empirical exploration of interactive simulation-based models within elementary physical education settings. This study aims to examine the implementation of the role playing method, evaluate students' learning outcomes following the intervention, and analyze the significant effect of the role playing method on fourth-grade PJOK learning outcomes at UPT SD Negeri 060886 Medan Baru in the 2025/2026 academic year. This quantitative study utilized a pre-experimental approach with a one-group pretest-posttest design. The target population comprised 46 fourth-grade students, from which 23 students from class IV-A were selected using a purposive sampling technique. Data were gathered through cognitive tests, questionnaires, classroom observations, and documentation that met instrument feasibility criteria. Inferential data analysis demonstrated that the initial mean pre-test score of 50.86 advanced significantly to 77.60 in the post-test after implementing the role playing method. The correlation test yielded r_"count" =0.717>r_"table" =0.413, while the paired t-test confirmed t_"count" =4.712>t_"table" =1.714 at a significance level of 0.000<0.05. Consequently, the role playing method exerts a positive and significant effect on basic locomotor learning outcomes and serves as an effective active learning alternative. ABSTRAK Pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) di tingkat sekolah dasar selama ini kerap didominasi oleh metode konvensional berpusat pada guru yang memicu rendahnya partisipasi aktif serta pemahaman motorik siswa. Kesenjangan tersebut menunjukkan masih terbatasnya penerapan model pembelajaran interaktif berbasis simulasi dalam ranah keolahragaan sekolah dasar. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan metode role playing, menganalisis capaian hasil belajar PJOK siswa setelah intervensi, serta menguji signifikansi pengaruh metode role playing terhadap hasil belajar PJOK siswa kelas IV UPT SD Negeri 060886 Medan Baru Tahun Pembelajaran 2025/2026. Penelitian kuantitatif ini menerapkan desain pre-experimental dengan bentuk one-group pretest-posttest design. Populasi penelitian mencakup seluruh peserta didik kelas IV sebanyak 46 siswa, sedangkan sampel penelitian dipilih menggunakan teknik purposive sampling sehingga diperoleh 23 siswa kelas IV-A. Pengumpulan data dilakukan melalui tes hasil belajar, angket respons siswa, observasi partisipatif, dan dokumentasi yang telah melalui uji kelayakan. Analisis data inferensial menunjukkan bahwa nilai rata-rata pre-test sebesar 50,86 meningkat menjadi 77,60 pada post-test setelah diterapkannya metode role playing. Hasil korelasi menunjukkan nilai r_"hitung" =0,717 lebih besar daripada r_"tabel" =0,413, disertai uji-t yang menghasilkan t_"hitung" =4,712 melebihi t_"tabel" =1,714 dengan signifikansi 0,000<0,05. Dengan demikian, metode role playing terbukti memberikan pengaruh positif dan signifikan terhadap hasil belajar gerak lokomotor serta layak dijadikan alternatif strategi pembelajaran aktif.

ANALISIS MAKNA KONOTASI DAN FUNGSI BAHASA PADA STIKER KATA-KATA DI SALURAN WHATSAPP “STICKER CEGIL” Rahmi Rahmi; Andi Srimularahmah; Muhammad Asdar
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.v6i4.15829

This study aims to describe the forms of connotative meaning and identify the functions of language use in word stickers on the WhatsApp channel "Sticker Cegil". This study employed a descriptive qualitative approach using observation and note-taking techniques. The data source consisted of 30 word stickers (SC-01 to SC-30) uploaded during January to February 2026. The analysis was conducted using Roland Barthes’ theory of connotation and Roman Jakobson’s theory of language functions. The results reveal two main findings. First, four forms of connotative meaning were found: romantic connotation, the most dominant (15 stickers), expressing love, longing, and jealousy; humorous connotation (7 stickers) utilizing wordplay and adapted rhymes; sarcastic connotation (6 stickers) conveying criticism indirectly; and positive connotation (2 stickers) functioning as self-affirmation. Second, six language functions were found: the emotive function (8 stickers) as the dominant function, the poetic function (6 stickers), the referential and phatic functions (5 stickers each), the conative function (4 stickers), and the metalingual function (2 stickers). This study concludes that word stickers are not merely decorative elements but a meaning-rich linguistic sign system reflecting the social, cultural, and emotional dynamics of Indonesia’s digitally engaged younger generation. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan bentuk-bentuk makna konotasi dan mengidentifikasi fungsi penggunaan bahasa pada stiker kata-kata di saluran WhatsApp "Sticker Cegil". Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik simak dan catat. Sumber data berupa 30 stiker kata-kata (SC-01 hingga SC-30) yang diunggah pada periode Januari hingga Februari 2026. Analisis dilakukan menggunakan teori konotasi Roland Barthes dan teori fungsi bahasa Roman Jakobson. Hasil penelitian menunjukkan dua temuan utama. Pertama, ditemukan empat bentuk makna konotasi: konotasi romantis yang paling dominan (15 stiker), mengekspresikan cinta, rindu, dan kecemburuan; konotasi humor (7 stiker) memanfaatkan permainan kata dan adaptasi pantun; konotasi sindiran (6 stiker) menyampaikan kritik secara tidak langsung; serta konotasi positif (2 stiker) berfungsi sebagai afirmasi diri. Kedua, ditemukan enam fungsi bahasa: fungsi emotif (8 stiker) sebagai fungsi dominan, fungsi puitis (6 stiker), fungsi referensial dan fatis (masing-masing 5 stiker), fungsi konatif (4 stiker), serta fungsi metalingual (2 stiker). Penelitian ini menyimpulkan bahwa stiker kata-kata bukan sekadar elemen dekoratif, melainkan sistem tanda linguistik yang kaya makna dan merefleksikan dinamika sosial, budaya, serta emosional generasi muda pengguna digital Indonesia.

BENTUK DUKUNGAN DALAM KOMENTAR NETIZEN PADA AKUN TIKTOK KANG DEDI MULYADI : KAJIAN SOSIOLINGUISTIK Nuryeni Nuryeni; Hari Windu Asrini
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.v6i4.15830

Social media has evolved into an interactive space that enables people to express their attitudes and perspectives toward public figures through various forms of language use. This phenomenon is evident in the comment section of Kang Dedi Mulyadi's TikTok account, where users frequently express different forms of supportive discourse. This study aims to describe the forms of support expressed by netizens in the comment section of Kang Dedi Mulyadi's TikTok account from a sociolinguistic perspective. The study employed a qualitative approach using a descriptive method. The data source consisted of comments posted on the official TikTok account of Kang Dedi Mulyadi (@dedimulyadiofficial), while the research data comprised linguistic units in the form of words, phrases, clauses, and sentences containing expressions of support. Data were collected through documentation, observation, and note-taking techniques and were analyzed using the interactive analysis model, which includes data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through prolonged observation and theoretical triangulation. The findings revealed six forms of support identified from 100 comments: appreciation (42%), prayers (18%), agreement (16%), expectations (10%), motivation (7%), and solidarity (7%). Appreciation emerged as the most dominant form of support, whereas motivation and solidarity were the least frequent. These findings indicate that language used in TikTok comment sections functions not only as a medium for responding to content but also as a means of expressing social evaluation, religious values, collective expectations, moral encouragement, and social solidarity toward public figures. Therefore, this study reinforces the view that language practices on social media constitute a sociolinguistic phenomenon reflecting the interrelationship between language, society, and communication dynamics within the digital public sphere. ABSTRAK Media sosial telah berkembang menjadi ruang interaksi yang memungkinkan masyarakat mengekspresikan sikap dan pandangannya terhadap tokoh publik melalui berbagai bentuk penggunaan bahasa. Fenomena tersebut tampak pada kolom komentar akun TikTok Kang Dedi Mulyadi yang memuat beragam tuturan dukungan dari netizen. Penelitian ini bertujuan mendeskripsikan bentuk-bentuk dukungan yang diungkapkan netizen dalam kolom komentar akun TikTok Kang Dedi Mulyadi berdasarkan perspektif sosiolinguistik. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Sumber data penelitian berupa komentar netizen pada akun TikTok resmi Kang Dedi Mulyadi (@dedimulyadiofficial), sedangkan data penelitian berupa satuan lingual berbentuk kata, frasa, klausa, dan kalimat yang mengandung unsur dukungan. Data dikumpulkan melalui teknik dokumentasi, simak, dan catat, kemudian dianalisis menggunakan model analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan simpulan. Keabsahan data dilakukan melalui peningkatan ketekunan pengamatan dan triangulasi teori. Hasil penelitian menunjukkan bahwa dari 100 data komentar ditemukan enam bentuk dukungan, yaitu apresiasi sebanyak 42 data (42%), doa 18 data (18%), persetujuan 16 data (16%), harapan 10 data (10%), motivasi 7 data (7%), dan solidaritas 7 data (7%). Bentuk dukungan yang paling dominan adalah apresiasi, sedangkan motivasi dan solidaritas merupakan kategori yang paling sedikit ditemukan. Temuan ini menunjukkan bahwa bahasa dalam kolom komentar TikTok tidak hanya digunakan sebagai sarana menyampaikan tanggapan terhadap konten, tetapi juga berfungsi merepresentasikan penilaian sosial, nilai religius, harapan kolektif, penguatan moral, serta solidaritas masyarakat terhadap tokoh publik. Dengan demikian, penelitian ini mempertegas bahwa praktik berbahasa di media sosial merupakan bagian dari fenomena sosiolinguistik yang mencerminkan hubungan antara bahasa, masyarakat, dan dinamika komunikasi pada ruang publik digital.

PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN LITERASI SAINS SISWA Destin Trimartin Ndraha; Nova Florentina Ambarwati; Paska Sriulina Tarigan
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.v6i4.15831

Elementary school students' scientific literacy skills remain underdeveloped due to the prevalence of one-way conventional teaching methods that rarely facilitate autonomous scientific investigations. The limited implementation of inquiry-based learning models concerning environmental degradation represents a notable pedagogical gap driving this research. This study aimed to determine the effect of the guided inquiry learning model on the scientific literacy skills of fifth-grade students at UPT SD Negeri 060886 Medan Baru in the 2025/2026 academic year. A quantitative approach using a pre-experimental method with a one-group pretest-posttest design was implemented. The research population and sample consisted of 28 fifth-grade students selected via total sampling. Data were accumulated through expert-validated scientific literacy tests, implementation questionnaires, and documentation. The data were analyzed sequentially through descriptive statistics, normality tests, Pearson correlation analysis, and regression hypothesis testing (t-test) assisted by SPSS. The results revealed that the class average score increased markedly from 48.82 in the pretest to 77.50 in the posttest, supported by an average student response score of 79.60 in the good category. The hypothesis testing confirmed that t_"count" =7.388 significantly exceeded t_"table" =1.706 at a significance level of α=0.05 (p=0.000<0.05). Consequently, the guided inquiry learning model exerts a positive and statistically significant effect on elementary school students' scientific literacy skills. ABSTRAK Kemampuan literasi sains peserta didik sekolah dasar masih tergolong rendah akibat proses pembelajaran yang didominasi oleh metode konvensional satu arah tanpa melibatkan aktivitas investigasi mandiri. Keterbatasan penggunaan model pembelajaran berbasis penemuan ilmiah pada materi kelestarian lingkungan menjadi kesenjangan instruksional yang melatarbelakangi penelitian ini. Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan literasi sains siswa kelas V UPT SD Negeri 060886 Medan Baru Tahun Pembelajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pra-eksperimen (pre-experimental design) melalui rancangan one-group pretest-posttest design. Populasi sekaligus sampel penelitian berjumlah 28 siswa kelas V yang ditentukan menggunakan teknik sampling jenuh (total sampling). Teknik pengumpulan data dihimpun melalui instrumen tes literasi sains, angket keterlaksanaan model, dan dokumentasi yang telah teruji validitas serta reliabilitasnya. Data dianalisis secara bertahap melalui statistik deskriptif, uji normalitas, analisis koefisien korelasi, dan uji hipotesis regresi (uji-t) berbantuan perangkat lunak SPSS. Hasil penelitian menunjukkan adanya lonjakan nilai rata-rata dari 48,82 pada saat pretest menjadi 77,50 pada saat posttest, didukung oleh perolehan rata-rata skor angket respons siswa sebesar 79,60 pada kategori baik. Pengujian hipotesis membuktikan bahwa nilai t_"hitung" =7,388 lebih besar daripada t_"tabel" =1,706 pada taraf signifikansi α=0,05 (p=0,000<0,05). Dengan demikian, penerapan model pembelajaran inkuiri terbimbing terbukti berpengaruh positif dan signifikan terhadap peningkatan kemampuan literasi sains siswa pada mata pelajaran IPAS di sekolah dasar.

THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING NARRATIVE TEXT: A CASE STUDY IN ONE SENIOR HIGH SCHOOL IN GARUT Neng Siti Maryam; Yustika Nur Fajriah; Wahid Hasim
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.v6i4.15832

Low competence in narrative text writing within English as a Foreign Language (EFL) instruction often stems from conventional practices that focus exclusively on rote memorization of grammatical rules. This pedagogical gap severely restricts students' active engagement in constructing imaginative ideas collaboratively. This study investigated the implementation of Project-Based Learning (PjBL) in teaching narrative text and explored students' perceptions regarding its instructional effectiveness. Utilizing a qualitative case study design, this research was conducted at a public senior high school in Garut, involving one English teacher and eight purposively selected Grade XI students. Data were collected through direct classroom observations, observation checklists, field notes, and semi-structured interviews that underwent rigorous expert validation. The qualitative data were examined using Braun and Clarke's thematic analysis framework. The findings revealed that PjBL was implemented systematically across six sequential stages: introduction, project planning, project development, monitoring and guidance, presentation, and evaluation. The deliberate use of graphic story maps effectively mitigated cognitive load, enabling students to construct structurally coherent plots. Furthermore, the interview data yielded three major themes: positive attitudes toward the active learning atmosphere, substantial development of twenty-first-century competencies, and successful management of linguistic hurdles through collaborative problem-solving. Ultimately, these findings offer robust empirical support for PjBL as a motivating and contextually responsive instructional approach aligned with Indonesia's Merdeka Curriculum. ABSTRAK Rendahnya kompetensi menulis teks naratif dalam pembelajaran bahasa Inggris sering kali disebabkan oleh pengajaran konvensional yang berfokus pada hafalan struktur gramatikal semata. Kesenjangan ini memicu keterbatasan keterlibatan aktif peserta didik dalam mengonstruksi gagasan secara imajinatif dan kolaboratif. Penelitian ini bertujuan untuk menginvestigasi implementasi Project-Based Learning (PjBL) dalam pengajaran teks naratif serta mengeksplorasi persepsi peserta didik mengenai dampak instruksionalnya. Menggunakan desain studi kasus kualitatif, penelitian ini dilaksanakan di salah satu SMA negeri di Garut dengan melibatkan satu guru bahasa Inggris dan delapan siswa kelas XI yang dipilih secara purposif. Pengumpulan data dilakukan melalui observasi kelas langsung, lembar observasi, catatan lapangan, dan wawancara semi-terstruktur yang telah divalidasi ahli. Data dianalisis menggunakan analisis tematik model Braun dan Clarke. Hasil penelitian menunjukkan bahwa PjBL diimplementasikan secara sistematis melalui enam tahapan: orientasi, perencanaan, perancangan draf, pemantauan dan bimbingan, presentasi publik, serta evaluasi reflektif. Penggunaan peta cerita (story map) secara efektif menurunkan beban kognitif siswa dalam mengorganisasikan alur komplikasi dan resolusi cerita. Di samping itu, wawancara mengungkap tiga tema utama: persepsi positif terhadap suasana kelas interaktif, penguatan keterampilan abad ke-21 (kolaborasi dan tanggung jawab), serta pengelolaan hambatan kebahasaan melalui pemecahan masalah bersama. Dengan demikian, penelitian ini memberikan landasan empiris yang kuat bahwa model PjBL sangat relevan diterapkan untuk meningkatkan kompetensi menulis narasi dalam bingkai Kurikulum Merdeka.

PENGARUH MODEL PEMBELAJARAN NUMBER HEAD TOGETHER (NHT) TERHADAP HASIL BELAJAR IPAS SISWA Aida Rafelia Doloksaribu; Rizki Bastanta B. Manalu; Eka Kartika Silalahi
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.v6i4.15833

Natural and Social Sciences (IPAS) learning in elementary schools frequently encounters instructional constraints due to the dominance of conventional lecture methods that neglect individual accountability in collaborative tasks. The limited exploration of structured cooperative learning models regarding the topic of natural environmental changes has contributed to students' suboptimal conceptual understanding. This study aims to determine students' learning outcomes before and after being taught using the Numbered Head Together (NHT) model and to examine the significance of its effect on the IPAS learning outcomes of fifth-grade students at UPT SD Negeri 064991 Medan Amplas in the 2025/2026 academic year. A quantitative pre-experimental method using a one-group pretest-posttest design was employed. The research sample was determined using a total sampling technique involving all 21 fifth-grade students in class V-A. Data were gathered through validated written achievement tests, student response questionnaires, observation sheets, and documentation. Data analysis was conducted using descriptive statistics, the Shapiro-Wilk normality test, and the paired sample t-test. The findings revealed that the students' average pretest score of 43.04 significantly increased to 76.52 in the posttest. The paired sample t-test yielded a t_"count" value of -19.442 with a significance value of p=0.000<0.05, confirming a statistically significant difference in learning outcomes following the intervention. Consequently, the implementation of the Numbered Head Together (NHT) learning model exerts a positive and statistically significant effect on elementary school students' IPAS learning outcomes. ABSTRAK Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar kerap mengalami kendala akibat dominasi metode ceramah konvensional yang belum mengoptimalkan tanggung jawab individual dalam kerja kelompok. Keterbatasan eksplorasi model pembelajaran kooperatif terstruktur pada materi perubahan kondisi alam menyebabkan rendahnya pemahaman konsep siswa. Penelitian ini bertujuan untuk mengetahui hasil belajar siswa sebelum dan sesudah diajarkan menggunakan model pembelajaran Numbered Head Together (NHT) serta menguji signifikansi pengaruhnya terhadap hasil belajar IPAS siswa kelas V UPT SD Negeri 064991 Medan Amplas Tahun Ajaran 2025/2026. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan pendekatan pra-eksperimental (pre-experimental design) melalui rancangan one-group pretest-posttest design. Sampel penelitian ditentukan menggunakan teknik sampling jenuh yang melibatkan seluruh anggota populasi siswa kelas V-A sebanyak 21 orang. Pengumpulan data dilakukan melalui instrumen tes tertulis, angket respons, lembar observasi keterlaksanaan, dan dokumentasi yang telah teruji validitas dan reliabilitasnya. Data dianalisis secara bertahap melalui statistik deskriptif, uji normalitas Shapiro-Wilk, serta uji hipotesis menggunakan paired sample t-test. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest peserta didik sebelum perlakuan sebesar 43,04 meningkat secara signifikan menjadi 76,52 pada saat posttest. Hasil pengujian hipotesis menggunakan paired sample t-test menghasilkan nilai t_"hitung" =-19,442 dengan nilai signifikansi p=0,000<0,05, membuktikan adanya perbedaan kemampuan kognitif yang signifikan pascaperlakuan. Dengan demikian, penerapan model pembelajaran Numbered Head Together (NHT) terbukti berpengaruh positif dan signifikan terhadap peningkatan hasil belajar IPAS siswa sekolah dasar.

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