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INDONESIA
Jurnal Aktual Pendidikan Indonesia
Published by Yayasan YPMMA
ISSN : 29640350     EISSN : 29640334     DOI : https://doi.org/10.58477/api
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Aktual Pendidikan Indonesia, e-ISSN: 2964-0334 dan p-ISSN: 2964-0350 adalah jurnal akses terbuka dan gratis yang diterbitkan oleh Divisi Penelitian, Institut YPMMA, Indonesia. Penulis dapat mengirimkan naskah dalam bentuk Makalah Penelitian, Makalah Tinjauan, Artikel Informatif, Studi Komparatif, Studi Kasus, Bab Disertasi, Proposal Penelitian, dan Sinopsis. Tujuan kami adalah untuk mendidik dan menghubungkan komunitas ilmu sosial global. Ini adalah sumber daya yang berharga bagi akademisi dan mereka yang tertarik dengan analisis terkini tentang isu-isu kebijakan publik dalam pendidikan. Jurnal Aktual Pendidikan Indonesia bertujuan untuk memfasilitasi dan mempromosikan penyelidikan dan diseminasi hasil penelitian tentang pendidikan dasar, pendidikan menengah, pendidikan tinggi, pendidikan guru, pendidikan khusus, pendidikan dewasa, pendidikan non-formal, dan setiap perkembangan dan kemajuan baru di bidang pendidikan. Ruang lingkup Jurnal kami mencakup: Pendidikan bahasa dan sastra Pendidikan ilmu sosial Pendidikan olahraga dan kesehatan Pendidikan ekonomi dan bisnis Pendidikan matematika dan ilmu alam Pendidikan vokasional dan teknik Pendidikan seni visual, tari, musik, dan desain
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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Peningkatan Prestasi Belajar Matematika Melalui Alat Peraga Puzzle Box Pada Materi Bangun Datar Di Kelas IV MIN Ar Rahman Kota Langsa Jannati, Putri; Malahati , Fildza; Romadhon , Kharisma
Jurnal Aktual Pendidikan Indonesia Vol. 4 No. 1 (2025): June
Publisher : Yayasan Pendidikan Mitra Mandiri Aceh(YPMMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58477/api.v4i1.309

Abstract

This research is expected to improve student learning achievement in mathematics (MTK). Low student learning outcomes and students' lack of understanding of the subject matter as a result of conventional teaching methods that do not use real media have been accepted as the biggest problems. This has solved the two-cycle Classroom Action Research (CAR) strategy based on the Kemmis and McTaggart model. Preparation, implementation of activities, observation, and reflection are the four steps that make up each cycle. The teaching aids used are Puzzle Box models. The average value of students increased significantly, based on research statistics. The average value of students increased from 61.4 in the pre-cycle stage to 69.2 in cycle I, and then to 78.4 in cycle II. At that timhje, the percentage of students who achieved the learning completeness standard increased from 36% at the beginning of cycle II to 88% at the end of the cycle. The results presented show how the use of teaching aids can improve conceptual understanding, research motivation, and engagement in the academic learning process. Teaching aids have been proven effective in improving the quality of student learning outcomes when used as learning materials.
Kontribusi Filsafat Ilmu dalam Menentukan Tujuan Pembelajaran Bahasa Arab pada Era Digital Aufa, Nauwal
Jurnal Aktual Pendidikan Indonesia Vol. 4 No. 1 (2025): June
Publisher : Yayasan Pendidikan Mitra Mandiri Aceh(YPMMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58477/api.v4i1.322

Abstract

This study aims to identify the contribution of the philosophy of science in formulating the objectives of Arabic language learning in the digital era, with a focus on the effective use of technology. This research employs a qualitative approach through a literature review integrating the theory of the philosophy of science with contemporary teaching practices. The findings reveal that the ontological dimension of the philosophy of science emphasizes the importance of positioning technology as a means rather than the primary goal of learning. The epistemological dimension directs the use of technology to deepen linguistic competence, maintain scientific integrity, and preserve the connection between learning materials and Islamic values. Meanwhile, the axiological dimension highlights the need to utilize technology to enhance the quality, accessibility, and relevance of learning while fostering students’ character development. The integration of traditional methods—focused on in-depth text comprehension—with digital media-based blended learning models has proven effective in creating interactive, flexible, and philosophically meaningful learning. These findings affirm that the philosophy of science can serve as a strategic guide for educators in designing innovative Arabic language learning that is adaptive to technological advancements yet remains rooted in the values and objectives of Islamic education.
Optimalisasi Manajemen Strategi untuk Pengembangan Pendidikan Nonformal di PKBM Cerdas Mandiri Jamali; Rizayanti
Jurnal Aktual Pendidikan Indonesia Vol. 4 No. 1 (2025): June
Publisher : Yayasan Pendidikan Mitra Mandiri Aceh(YPMMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the strategic management of non-formal education development at the Community Learning Center (PKBM) Cerdas Mandiri. The research employed a qualitative method with a case study approach. Data were collected through observation, interviews, and documentation, and then analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that the development of non-formal education at PKBM Cerdas Mandiri is carried out through five stages of strategic management: planning, internal and external environmental analysis, strategy formulation, strategy implementation, and evaluation and supervision. The main strategies applied include online learning, community-based programs, free education, and socialization and promotion efforts. The implementation of these strategies demonstrates the institution’s commitment to expanding access, improving quality, and aligning education with community needs. Evaluation and supervision are conducted continuously through academic supervision, monitoring of community-based programs, and oversight of free education initiatives. In conclusion, strategic management at PKBM Cerdas Mandiri is implemented in a directed, participatory, and adaptive manner, enabling the institution to effectively develop non-formal education that is relevant to contemporary demands and community needs.
Eksplorasi Hambatan Komunikasi Matematis Siswa melalui Penerapan Think Pair Share di MTsS KP. Beusa Rizayanti
Jurnal Aktual Pendidikan Indonesia Vol. 4 No. 1 (2025): June
Publisher : Yayasan Pendidikan Mitra Mandiri Aceh(YPMMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58477/api.v4i1.337

Abstract

This study aims to explore students’ mathematical communication barriers through the implementation of the Think Pair Share (TPS) learning model at MTsS Kampung Beusa . The research employed a qualitative descriptive method involving 25 students of class VII during the 2024/2025 academic year. Data were collected through mathematical communication tests, interviews, observations, and documentation. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The results showed that the application of the Think Pair Share model effectively improved students’ mathematical communication skills. Before applying TPS, students tended to face barriers such as difficulty expressing ideas, lack of confidence, and limited use of mathematical symbols and representations. After implementing the TPS model, students demonstrated significant improvement, with the average score increasing from 65.4 (fair) to 79.6 (good), indicating an average gain of 14.2 points. The stages of think, pair, and share allowed students to think independently, discuss collaboratively, and share ideas confidently in class. This process not only enhanced communication ability but also strengthened reasoning, cooperation, and self-confidence. Therefore, the Think Pair Share model can be considered an effective approach to minimize communication barriers and foster students’ active participation in mathematics learning.
Peran Tutor dalam Mengatasi Kesulitan Belajar Matematika Peserta Didik Program Paket A di PKBM Cerdas Mandiri Liza Arisna Rahman
Jurnal Aktual Pendidikan Indonesia Vol. 4 No. 1 (2025): June
Publisher : Yayasan Pendidikan Mitra Mandiri Aceh(YPMMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58477/api.v4i1.340

Abstract

This study aims to describe the role of tutors in overcoming students’ learning difficulties in mathematics at the Package A Program of PKBM Cerdas Mandiri. The research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. The subjects of this study were tutors and students enrolled in the Package A Program. The findings show that learning difficulties in mathematics are mainly caused by students’ low motivation, limited conceptual understanding, and monotonous teaching methods. To address these challenges, tutors implement various efforts such as applying active and engaging learning models, using concrete learning media, encouraging students to ask questions, and providing remedial sessions for those who do not meet the minimum learning standards. The use of concrete media significantly helps students understand mathematical concepts more effectively, especially for those who are still in the concrete operational stage of thinking. However, several obstacles remain, including the limited availability of learning media, inadequate learning facilities, and low student engagement. Therefore, tutors are expected to be more creative in developing contextual learning media and collaborate with parents and institutions to create a more supportive learning environment. Overall, the success in overcoming mathematical learning difficulties depends on the collaboration between tutors, students, and the educational institution

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