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Azmil Hasan Lubis
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INDONESIA
Jurnal Profesi Guru Indonesia
Published by MANDAILING GLOBAL EDUKASIA
ISSN : -     EISSN : 30895251     DOI : https://doi.org/10.62945/jpgi
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Profesi Guru Indonesia is a peer-reviewed journal published by Mandailing Global Edukasia. Jurnal Profesi Guru Indonesia is a journal that discusses everything related to significant new research findings related to research in the scope of education, including Education and Learning, Curriculum Development, Learning Environment, Teacher Education, Educational Technology, and Educational Development. Jurnal Profesi Guru Indonesia publish research articles that are comprehensive by involving reviewers from leading and competent experts in their fields. Incoming articles will be selected based on the best scientific studies, provide important renewal values, and are very interesting to the public in the field of education. Jurnal Profesi Guru Indonesia was first published in 2024 and is published regularly fourth a year, namely in March, June, September and December.
Arjuna Subject : Umum - Umum
Articles 161 Documents
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Efforts to Improve Students' Logical Thinking Skills in Islamic Education Learning by Using Illustrated Story Books: A study at SD Negeri 20 Meulaboh Riza, Rasma; Sari, Mala
Jurnal Profesi Guru Indonesia Vol. 2 No. 2 (2025): JUNE 2025
Publisher : MANDAILING GLOBAL EDUKASIA

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Abstract

This research aims to improve students' logical thinking skills in Islamic Religious Education learning at SD Negeri 20 Meulaboh through the use of picture storybook media. The research uses the Classroom Action Research (PTK) method with two implementation cycles. The research subjects consisted of 20 students in class V who participated in PAI learning. Data collection instruments are in the form of logical thinking tests, student activity observation sheets, and documentation of the learning process. The results of the study showed a significant increase in students' logical thinking skills. In the initial condition, only 40% of students showed good logical thinking skills, increasing to 65% in the first cycle, and reaching 85% in the second cycle. Student activities in learning also increase with a more interactive and participatory classroom atmosphere. The conclusion of this study states that the use of picture storybook media is effective in improving students' logical thinking skills in Islamic Religious Education learning at SD Negeri 20 Meulaboh. These findings make an important contribution to the development of creative and fun learning methods to improve students' critical and logical thinking skills.
Macromedia Flash Multimedia as an Effort to Improve Students' Critical Thinking Skills in Islamic Education Learning at SMP Negeri 4 Meulaboh Sanusi, Imam; Pratama, Diky Safrial
Jurnal Profesi Guru Indonesia Vol. 2 No. 2 (2025): JUNE 2025
Publisher : MANDAILING GLOBAL EDUKASIA

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Abstract

This study aims to determine the influence of the use of multimedia Macromedia Flash on students' critical thinking skills in learning Islamic Religious Education at SMP Negeri 4 Meulaboh. The research method used is Class Action Research (PTK) which is carried out in two cycles. The research subjects consisted of 30 students in grade VIII. The data collection instruments are in the form of critical thinking skills tests and observation sheets for student and teacher activities. The results of the study showed an increase in students' critical thinking skills after the application of Macromedia Flash multimedia. In the initial condition, only 40% of students reached the category of good critical thinking, then increased to 70% in cycle I, and reached 90% in cycle II. In addition, student activeness in learning has also increased significantly. The conclusion of this study is that the use of multimedia Macromedia Flash is effective in improving students' critical thinking skills in learning Islamic Religious Education. These findings make an important contribution to the development of multimedia-based learning strategies that can improve the quality of religious education at the junior high school level.
Implementation of Team Games Tournament Model Assisted by Audio-Visual Media to Improve Student Learning Outcomes in Islamic Education Learning at SMP Negeri 1 Samatiga Narima, Sri; Iqlima
Jurnal Profesi Guru Indonesia Vol. 2 No. 2 (2025): JUNE 2025
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Abstract

This study aims to determine the effectiveness of the application of a Team Games Tournament (TGT) type cooperative learning model assisted by audio-visual media in improving student learning outcomes in Islamic Religious Education subjects at SMP Negeri 1 Samatiga. The method used is Classroom Action Research (PTK) with class VIII research subjects totaling 32 students. The research was carried out in two cycles, each cycle consisted of planning, implementation, observation, and reflection. Data collection instruments are in the form of learning outcome tests, observation sheets of teacher and student activities, and interviews. The results showed a significant improvement in student learning outcomes after the application of the TGT model with audio-visual media. In the initial condition, the percentage of students who completed their studies reached 53.1%, then increased to 75% in the first cycle, and reached 87.5% in the second cycle. This shows that the TGT type cooperative learning model supported by audio-visual media is effective in improving the learning outcomes of Islamic Religious Education. Thus, the application of this model can be used as an alternative learning strategy that is able to increase student motivation and learning outcomes optimally.
Picture Story Books as a Medium to Improve Analytical Skills in Islamic Religious Education Learning at SMP Negeri 2 Meulaboh Ramadhaniati; Jujanna, Putri
Jurnal Profesi Guru Indonesia Vol. 2 No. 2 (2025): JUNE 2025
Publisher : MANDAILING GLOBAL EDUKASIA

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Abstract

This study aims to examine the effectiveness of picture storybooks as a learning medium to enhance students’ analytical skills in Islamic Religious Education at SMP Negeri 2 Meulaboh. The research employed Classroom Action Research (CAR) conducted in two cycles, each comprising planning, action, observation, and reflection stages. The research subjects were 30 eighth-grade students. Data were collected through analytical skill tests, observation sheets, and interviews. Results showed a significant improvement in students' analytical abilities following the intervention. In the preliminary stage, only 46.7% of students achieved the minimum mastery criteria. This increased to 70% in Cycle I and reached 86.7% in Cycle II. The data indicate that picture storybooks are effective in stimulating critical and reflective thinking, particularly in interpreting moral messages, drawing conclusions, and linking religious stories to real-life situations. The visual narrative elements of the media encouraged student engagement and supported group discussions, making the learning experience more meaningful. Thus, picture storybooks can be considered a viable alternative learning strategy to develop higher-order thinking skills in religious education, especially in environments with limited access to digital tools.
Efforts to Increase Students' Understanding of Islamic Religious Education Learning Using Islamic Comic Media: Study in TK Al-Azizi Nurhayati; Afrizal, Rahmi
Jurnal Profesi Guru Indonesia Vol. 2 No. 2 (2025): JUNE 2025
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Abstract

This study aims to improve students’ understanding of Islamic Religious Education (PAI) by utilizing Islamic comic media at Al-Azizi Kindergarten. The research employed classroom action research (CAR) over two cycles. Data were collected through pre-tests, post-tests, classroom observations, and student interviews, and analyzed using both quantitative and qualitative descriptive methods. Initially, only 45% of students met the minimum mastery level in understanding PAI concepts. After the first intervention cycle using Islamic comics, the mastery percentage increased to 70%. Refinements led to a further increase in the second cycle, with 88% of students achieving mastery. Observations and interviews showed higher student engagement, increased questioning, and better use of religious vocabulary. The study concludes that Islamic comic media significantly enhances understanding of Islamic religious concepts among kindergarten students by contextualizing learning, stimulating interest, and providing scaffolding for young learners.
The Use of Quizizz in Arabic Sound Tests and Vocabulary Tests to Increase Student Participation at MIN 3 Nagan Raya Fadhil, Ardiman
Jurnal Profesi Guru Indonesia Vol. 2 No. 2 (2025): JUNE 2025
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Abstract

Arabic language learning requires mastery of fundamental components, particularly speech sounds and vocabulary, which must be assessed through appropriate evaluation methods. However, language tests at the elementary school level are still commonly conducted using conventional approaches that tend to limit students’ active participation. This study aims to describe the use of Quizizz in speech sound and vocabulary tests in Arabic language learning and to analyze its contribution to improving students’ participation at MIN 3 Nagan Raya. This research employed a qualitative approach using documentation studies, classroom observations, and interviews with Arabic language teachers and fifth- and sixth-grade students. The findings indicate that the implementation of Quizizz in speech sound and vocabulary tests creates a more interactive, engaging, and enjoyable evaluation atmosphere. Students demonstrated higher levels of participation, reflected in active involvement, sustained focus during the test, and increased motivation and self-confidence. In speech sound tests, Quizizz supported students in recognizing and distinguishing Arabic sounds through clear audio stimuli, while in vocabulary tests, it facilitated students’ understanding of word meanings and usage in context. Therefore, Quizizz functions not only as an assessment tool but also as a pedagogical strategy that enhances students’ active participation in Arabic language learning.
The Influence of Coping Strategies on Students' Mental Health in Facing Academic Stress in Higher Education Naimatul Ardiah; Intan Aryani Putri Yudha; Zilvi Mia Shafira; Amedaria Volawa; Yuliana Nelisma
Jurnal Profesi Guru Indonesia Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jpgi.v3i2.859

Abstract

This study aims to analyze the influence of coping strategies on college students' mental health in dealing with academic stress through a literature review approach. Academic stress remains a major psychological issue among higher education students due to increasing academic demands, including assignments, examinations, and thesis completion. Unlike previous reviews that mainly describe coping strategies in general terms, this study specifically identifies distinct coping clusters and examines how different forms of social support contribute to students' mental health outcomes. The method employed is a literature review by analyzing national and international scientific articles published within a specified period. The findings indicate that adaptive coping strategies, particularly problem-focused coping, planning, and active coping, are consistently associated with lower levels of stress, anxiety, and academic burnout, as well as higher psychological well-being. In contrast, maladaptive coping strategies, such as avoidance, procrastination, and self-blame, are linked to poorer mental health outcomes. Furthermore, the review reveals that social support differentially influences coping effectiveness, with face-to-face support from family, peers, and academic communities generally producing stronger protective effects, while digital support provides complementary benefits in maintaining emotional well-being. These findings suggest that interventions in higher education should promote adaptive coping skills and strengthen both offline and online social support systems to enhance students' mental health.
The Effect of Augmented Reality Media on Elementary School Students' Understanding of the Solar System Concept Hesti Wulandari; Supriadi; Mubarok Somantri
Jurnal Profesi Guru Indonesia Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jpgi.v3i2.868

Abstract

Comprehending astronomical concepts, such as the solar system, requires high spatial visualization and abstract reasoning, which elementary school students often struggle to develop through static, two-dimensional textbook illustrations. While digital interventions are expanding, empirical insights regarding how Augmented Reality (AR) media can structurally bridge the gap between concrete perception and abstract macro-scientific concepts in early science education remain limited. This study aims to test the effect of augmented reality media on the understanding of the concept of the solar system in elementary school students. Employing a quantitative quasi-experimental design, this study involved 60 sixth-grade students, divided into an experimental class (n = 30, utilizing AR-based media) and a control class (n = 30, utilizing conventional instruction). Quantitative data were gathered via a validated conceptual understanding test and evaluated using descriptive metrics (mean, standard deviation, and learning completeness percentages) alongside paired and independent sample t-tests. The empirical outcomes reveal that AR media exerts a profoundly positive and statistically significant effect on students' conceptual understanding of the solar system. The experimental cohort achieved a vastly superior post-test mean score (92.37) compared to the control group (69.74). Furthermore, a lower standard deviation in the experimental group indicated more equitable knowledge distribution among students, complemented by a staggering 94.02% learning completeness rate against the control group's mere 75.43% (p < 0.05). Consequently, AR media serves as a potent pedagogical alternative to mitigate low conceptual comprehension in elementary science. Beyond classroom-level performance, these findings provide critical empirical baseline data for educational tech-developers to design interactive, three-dimensional spatial environments that make complex scientific phenomena accessible to young minds.
Effectivity of Virtual Reality-Based Media on Elementary School Students' Spatial Skills in Mathematics Learning Nuramalia Hidayati; Andika Arisetyawan; Andhin Dyas Fitriani
Jurnal Profesi Guru Indonesia Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jpgi.v3i2.869

Abstract

Developing geometry-related spatial abilities in primary education is critical to fostering mathematical reasoning and advanced abstract problem-solving skills. Traditional elementary geometry instruction heavily relies on static 2D illustrations, which fail to cultivate structural spatial imagination, yet empirical investigations into how immersive Virtual Reality (VR) environments mathematically reshape three-dimensional cognitive mapping in young learners remain insufficient. This study aims to examine the effect of virtual reality-based media on the spatial abilities of elementary school students in mathematics learning. [Method] Utilizing a quantitative quasi-experimental framework, this study involved 44 fifth-grade students, systematically partitioned into an experimental cohort (n = 22, integrated with VR-based media) and a control cohort (n = 22, utilizing conventional methods). Data were gathered through a validated mathematical spatial ability test and analyzed using descriptive metrics (mean, standard deviation, and learning completeness percentages) in conjunction with paired and independent sample t-tests. The empirical findings demonstrate that VR-based media exerts a profoundly positive and statistically significant effect on students' spatial abilities. The experimental group achieved a vastly superior post-test mean score (90.19) compared to the control group (71.04). Additionally, a tighter standard deviation in the experimental class revealed a more equitable distribution of skill mastery, while their learning completeness percentage reached a staggering 92.37% against the control group's mere 72.63% (p < 0.05). Consequently, VR-based media serves as a potent and transformative pedagogical alternative to address deficits in elementary students' spatial-mathematical capacities. Beyond localized score gains, these insights offer a scalable framework for educational designers to deploy immersive technologies that convert abstract, multi-dimensional mathematical concepts into tangible, concrete learning experiences.
Effectivity of Growth Mindset-Based Learning on Elementary School Students' Achievement Motivation Retno Fidyah Nuryani; Wahyu Sopandi; Yulianti Fitriani
Jurnal Profesi Guru Indonesia Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jpgi.v3i2.870

Abstract

Fostering achievement motivation in elementary school students is critical to sustaining long-term academic engagement and resilience. While traditional educational practices often inadvertently reinforce a fixed mindset through rigid performance metrics, empirical research evaluating the structural impact of growth mindset-based interventions on young learners' intrinsic drive to achieve remains underrepresented. This study aims to examine the effect of growth mindset-based learning on elementary school students' achievement motivation. Employing a quantitative quasi-experimental design, this study involved 60 sixth-grade students, systematically assigned into an experimental class (n = 30, receiving growth mindset-based learning) and a control class (n = 30, receiving conventional instruction). Data on achievement motivation were gathered via a validated questionnaire and analyzed using descriptive statistical metrics alongside paired and independent sample t-tests. The empirical findings indicate that growth mindset-based learning exerts a highly positive and statistically significant effect on students' achievement motivation. The experimental group exhibited a substantial increase in mean motivation scores, rising from a pre-treatment baseline of 67.35 (low category) to an impressive 91.08 (very high category) post-treatment. In contrast, the control group’s post-test mean stagnated at 65.19 (low category), establishing the definitive pedagogical superiority of the growth mindset framework (p < 0.05). Consequently, growth mindset-based learning serves as a potent pedagogical alternative to overcome low achievement motivation in primary education. Beyond immediate psychological gains, these insights offer a scalable framework for curriculum designers to embed psychological resilience and effort-oriented praise into elementary instructional methodologies.

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