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INDONESIA
Jurnal Pendidikan Indonesia (Ju-Pendi)
Published by SEAN INSTITUTE
ISSN : -     EISSN : 29632412     DOI : https://doi.org/10.58471
Core Subject : Education,
Languange, Linguistic, Communication & Media Mathematics Other
JURNAL PENDIDIKAN INDONESIA (JU-PENDI) contains the results of research and thoughts in the field of education about: Study of Learning Effectiveness Application of Learning Model Instructional Media Development Learning Influence Analysis Educational Technology Teacher Education JU-PENDI (JURNAL PENDIDIKAN INDONESIA) published by the SEAN Institute and published 2 times a year (June and December). The editor invites researchers, teachers, and education practitioners to publish the results of their research on JU-PENDI..
Arjuna Subject : Umum - Umum
Articles 51 Documents
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Efforts to Develop Cognitive Learning Interest with Interactive Learning Media Based on Crossword Labs in Students at Madrasah Aliyah Adinda Nur Syafitri; Ainol Ainol; Hawa’ Hidayatul Hikmiyah
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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Abstract

This study aims to develop and analyze the effectiveness of interactive learning media based on Crossword Labs in increasing students' cognitive learning interest at MA. Bahrul Ulum. The background of this study is based on the low interest in cognitive learning of students caused by the use of conventional methods that do not involve active participation and higher-order thinking skills. A qualitative approach was used with a qualitative descriptive research type. The research subjects consisted of subject teachers and students. Data were collected through in-depth interviews, direct observation, and documentation of learning activities through the application of Crossword Labs media. The results showed that the use of Crossword Labs media was able to significantly increase cognitive engagement and student learning interest. Students showed high enthusiasm in solving puzzles related to the subject matter, resulting in an increase in aspects of conceptual understanding and critical thinking skills. In addition, teachers found it easier to manage a more interactive and collaborative learning process. These findings indicate that Crossword Labs media can be an innovative alternative in the development of digital learning media in Islamic high schools, especially in developing the quality of learning that focuses on cognitive learning interest.
The Impact of Social Interaction Problems on Students’ participation In English Class Nonie Agatha Purba; Meikardo Samuel Prayuda; Fiber Yun Almanda Ginting
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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This study aims to determine the impact of social interaction problems on students’ participation in English class. In this study, there are two main focuses, namely social interaction problems as the influencing factor and students' classroom participation as the affected variable. This study was conducted at SMP Santo Thomas 3 Medan on seventh-grade students in the 2025/2026 Academic Year. The primary subjects of this study were seventh-grade students, and the data were collected through a triangulation of four instruments: student interviews, student questionnaires, classroom observation checklists, and a teacher questionnaire. This study used a qualitative method to capture students' personal experiences, classroom behaviors, and teacher perceptions. The results of the study showed that students’ participation was heavily shaped by four layered barriers: affective-psychological (fear of making mistakes and low confidence), linguistic-communicative (limited vocabulary and pronunciation difficulties), cognitive-comprehension (difficulty understanding lessons), and socio-environmental barriers (fear of being laughed at by peers and direct questioning pressure). However, the findings also revealed that supportive interaction from the teacher such as giving encouragement, feedback, and utilizing small-group discussions successfully functioned as a reducing factor for these barriers. The implementation of supportive, linguistically scaffolded, and non-threatening interaction patterns is one of the solutions to improve students' verbal engagement. Therefore, it can be concluded that social interaction problems significantly influence students' participation, and creating psychological safety alongside collaborative peer dynamics is essential to move students from passive presence to active participation in English learning.
Representation of Educational and Religious Values as Didactic Literature in the Novel Cinta di Ujung Sajadah by Asma Nadia Lutfi Dilia; Desliani Zega; Lia Erma Lestari; Nadia Amelia; Sri Kurnia Hastuti Sebayang
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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Literature not only functions as a medium of entertainment, but also plays an important role as a means of value education through the delivery of reflective moral and spiritual messages. The novel Cinta di Ujung Sajadah by Asma Nadia is one of the Islamic literary works that contains strong educational and religious values ​​​​so it is relevant to be studied as didactic literature. This study aims to analyze the representation of educational and religious values ​​​​as didactic literature in the novel Cinta di Ujung Sajadah. The study uses a qualitative approach with a descriptive analytical method. The main data source of the research is the text of the novel Cinta di Ujung Sajadah, while secondary data are obtained from various books and relevant scientific articles. The data collection technique is carried out through literature studies by reading, recording, and classifying quotations containing educational and religious values. Data analysis is carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study show that the educational values ​​​​in this novel are represented through the life learning process of the characters that shape character, such as responsibility, honesty, and patience. Meanwhile, religious values ​​​​are reflected in the practice of worship, prayer, an attitude of trust, sincerity, and the application of morals in social life. These values ​​are presented narratively and reflectively, avoiding a preachy tone and allowing readers to easily internalize them. Thus, the novel "Love at the End of the Prayer Mat" can be categorized as a didactic work of literature that is effective in building character and strengthening spiritual values
Psycholinguistic Analysis of Language Disorders (Speech Delay) in Early Childhood and Treatment Efforts Aldi Saprianta Sitepu; Vivi Wulandari; Nur Cristina; Rike Andini; Jonathan Nainggolan; Sri Kurnia Hastuti Sebayang
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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This study aims to analyze language disorders (speech delay) in early childhood from a psycholinguistic perspective and identify various treatment efforts. This study uses a qualitative approach with a descriptive research type. Data collection techniques were carried out through observation, interviews, and documentation of early childhood children, parents, and teachers. The results of the study indicate that speech delay in early childhood is influenced by various factors, including a lack of language stimulation in the family, excessive use of gadgets, minimal verbal interaction between children and their surroundings, and children's emotional factors. In psycholinguistic studies, speech delay occurs due to obstacles in the process of language acquisition, especially in the aspects of phonology and semantics. These obstacles cause children to experience difficulty in pronouncing words, understanding the meaning of language, and communicating verbally. Children with speech delay also tend to be more passive in social interactions and lack confidence when communicating with others. Treatment efforts include providing regular language stimulation through active communication, speech therapy, educational play activities, and collaboration between parents, teachers, and professionals. The results of the study indicate that consistent treatment can help improve children's speaking and social interaction skills gradually. Thus, communicative and stimulating environmental support is an important factor in helping the language development of early childhood children who experience speech delay.
Enhancing Students’ Spatial Reasoning and Applied Geometry Problem-Solving through GeoGebra-Assisted Project-Based Learning Sondang Noverica; Arisan Candra Nainggolan
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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This study investigated the effectiveness of GeoGebra-assisted Project-Based Learning in improving students’ spatial reasoning and applied geometry problem-solving ability in an Applied Geometry course. The study employed a quantitative approach with a quasi-experimental pretest-posttest design involving 30 students. The intervention integrated dynamic geometry visualization through GeoGebra with project-based learning activities that required students to construct, analyze, revise, and present applied geometry models. Data were collected using spatial reasoning and applied geometry problem-solving tests administered before and after the intervention. The results showed that students’ spatial reasoning increased from a pretest mean score of 61.27 to a posttest mean score of 82.43, while their applied geometry problem-solving ability increased from 58.80 to 80.67. The normality test indicated that all data were normally distributed, and the paired-sample t-test showed significant improvements in both variables with p < 0.001. The normalized gain scores were 0.55 for spatial reasoning and 0.53 for applied geometry problem-solving, both categorized as moderate. These findings indicate that GeoGebra-assisted Project-Based Learning is an effective instructional approach for strengthening students’ visual-spatial understanding and contextual geometry problem-solving ability.
Improving Students’ Argumentative Writing Skills through Constructivist-Based Project-Based Learning in Indonesian Language Education Azmi Yuliana; Halimatun Syakdiah
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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This study investigated the effectiveness of constructivist-based Project-Based Learning in improving students’ argumentative writing skills in Indonesian language education. The study employed a quantitative approach with a quasi-experimental pretest-posttest design involving 32 students. The intervention was implemented through structured learning stages, including issue orientation, project planning, inquiry and evidence collection, argument construction, drafting and feedback, revision, and final presentation. Data were collected using an argumentative writing test assessed through five components: thesis or claim clarity, argument development, evidence and reasoning, counterargument and refutation, and organization and language use. The results showed that students’ mean score increased from 61.84 in the pretest to 82.19 in the posttest, with a mean difference of 20.35 points. The normality test indicated that the data were normally distributed, and the paired-sample t-test confirmed a significant improvement in students’ argumentative writing skills, t(31) = 17.84, p < 0.001. The normalized gain score was 0.53, which was categorized as moderate. These findings indicate that constructivist-based Project-Based Learning is effective in supporting students’ ability to formulate claims, develop arguments, use evidence, address counterarguments, and organize argumentative texts coherently.
The Students’ Attitude towards the Using of Dictation Strategy in Improving Students’ Listening Skills Arif Triyuono; Agustina Ramadhianti
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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Listening is a fundamental language skill that plays a crucial role in English as a Foreign Language (EFL) learning. However, many students encounter difficulties in comprehending spoken English due to limited vocabulary, unfamiliar pronunciation, and varying speech rates. Dictation has been widely recognized as a learning strategy that integrates listening, memory, and writing skills to enhance listening comprehension. This study aimed to investigate students' attitudes toward the use of the dictation strategy in improving their listening skills. A descriptive survey design was employed involving 80 undergraduate students enrolled in the English Education Program. Data were collected using a structured questionnaire consisting of 20 Likert-scale items and analyzed descriptively using percentage analysis. The findings indicate that students generally have positive attitudes toward the implementation of dictation. Approximately 87.1% of the respondents agreed that dictation effectively improved their listening skills. In addition, students perceived that the strategy enhanced vocabulary acquisition, pronunciation, spelling accuracy, and comprehension of different English accents. Despite reporting several challenges, particularly the difficulty of the tasks, most participants acknowledged that the educational benefits outweighed the limitations. These findings suggest that dictation is an effective pedagogical strategy for fostering listening comprehension and can be integrated into English language instruction to promote more active and meaningful learning experiences
Student Participation in Small-Sided Games during Elementary Physical Education: A Qualitative Descriptive Study Sejahtra Sejahtra
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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Unequal participation remains a practical problem in elementary physical education because conventional team games often allow confident students to dominate play while less-confident students remain peripheral. This study aimed to describe how student participation developed during small-sided games and to identify the task, peer, and teacher conditions that supported or constrained involvement. A qualitative descriptive design was implemented at SD Budi Murni 2 with 24 Grade V students and one physical education teacher. Data were obtained from four learning sessions, comprising 96 student-session observation records, chronological field notes, semi-structured interviews with eight students and the teacher, and learning documentation. Credibility was strengthened through source, technique, and time triangulation, member checking, and peer examination. The findings showed that students demonstrating consistent or highly sustained participation increased from 62.5% in the first session to 91.7% in the fourth session, while mean ball contacts rose from 9.33 to 13.67. Participation broadened most when three-versus-three formats were combined with explicit roles, compulsory team involvement, multiple targets, short rotations, and supportive peer communication. Nevertheless, smaller teams did not automatically eliminate dominance or fear of mistakes. The study concludes that small-sided games function as an inclusive pedagogical environment only when teachers deliberately regulate roles, rules, peer interaction, and emotional safety.
Quality Assessment of English Idiom Translation into Indonesian Among Primary School Students: A Pre-Test and Post-Test Study at SDN 101901 Lubuk Pakam Risna Harvina; Desi Noviari; Muliawan Prayuda Putra; Nanda Kirana Silitonga; Abdollah Harahap; Dewi Nurmala
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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This study aims to assess the quality of English idiom translation into Indonesian among fifth-grade primary school students and to examine whether contextualized idiom instruction improves students' translation performance. The study employed a quantitative one-group pre-test and post-test design involving 20 fifth-grade students at SDN 101901 Lubuk Pakam. The instrument consisted of parallel translation tests containing English idiomatic expressions, and students' translations were assessed using a translation quality assessment framework covering accuracy, acceptability, and readability. The scores were analyzed using descriptive statistics, quality-category distribution, normality testing, and a paired-samples t-test. The findings revealed that students' mean score increased from 63.75 in the pre-test to 89.00 in the post-test, with an average gain of 25.25 points. The distribution of translation quality also improved substantially: before the intervention, most students were categorized as sufficient, poor, or good, whereas after the intervention all students reached either the good or very good category. The paired-samples t-test confirmed a statistically significant difference between pre-test and post-test scores, t(19) = 17.695, p < 0.001, with a very large effect size (Cohen's dz = 3.96). These results indicate that contextualized idiom instruction can significantly enhance primary school students' ability to translate English idioms into Indonesian accurately, naturally, and readably. The study suggests that idiom-based translation activities should be integrated into English learning at the primary school level to strengthen vocabulary mastery, figurative language awareness, and cross-cultural translation competence.
Analysis of the Implementation of Differentiated Learning in the Independent Curriculum at SMAN 1 Kutacane Nurjannah Pakpahan; Khairuddin Nst; Chairunnisak; Debby Latifah Simatupang; Ovielia Putri Rahman
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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This study aims to determine the increase in learning outcomes after applying differentiated learning in the implementation of the Merdeka curriculum atat SMAN 1 Kutacane. Differentiated Learning is a form of effort in a series of learning that pays attention to the needs of students in terms of learning readiness, student learning profiles, interests and talents. Differentiated learning is in line with the philosophy of educational thought according to Ki Hajar Dewantara, that education provides guidance for all the natural strengths that children have. This research was conducted in Class X-1 plus A at SMAN 1 Kutacane for the 2026-2027 academic year. The research subjects were 33 students. The method used in this research is a class action research method which consists of two cycle actions, namely cycle I and cycle II. This study used a quantitative research method in the form of a written test and a qualitative research method using observation sheets and self-reflection sheets. The results showed that differentiated learning can improve learning outcomes in ICT subjects with the achievement of mastery learning, namely 72.73% in the first cycle and 90.91% in the second cycle.

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