cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Much Arsyad Fardani
Contact Email
jpi@umk.ac.id
Phone
+6285290760182
Journal Mail Official
jpi@umk.ac.id
Editorial Address
Jl. Lingkar Utara Gondangmanis, Bae, Kudus
Location
Kab. kudus,
Jawa tengah
INDONESIA
Jurnal Prasasti Ilmu
Published by Universitas Muria Kudus
ISSN : -     EISSN : 27763951     DOI : https://doi.org/10.24176/jpi.v2i3
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Jurnal Prasasti Ilmu merupakan terbitan Laboratorium Prodi Pendidikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus yang menampung artikel hasil pemikiran dan hasil penelitian dari para mahasiswa, guru, dosen, dan peneliti dari seluruh Indonesia. Fokus dan ruang lingkup dari jurnal prasasti ilmu adalah bidang pendidikan dasar, pendidikan karakter, pendidikan inklusi, bahasa, sastra, dan budaya.
Arjuna Subject : Umum - Umum
Articles 156 Documents
 12   13   14   15   16 
KAJIAN SOSIOLINGUISTIK DIGITAL: STUDI KASUS PENGGUNAAN CAMPUR KODE KOMUNITAS MAHASISWA TORAJA DALAM INTERAKSI WHATSAPP Ita Sarmita Samad; Sry Wahyuni
Jurnal Prasasti Ilmu Vol. 6 No. 1 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i1.17206

Abstract

This study aims to identify forms of code mixing, analyze its use function, and examine the social and linguistic factors that affect the practice of mixing code in Toraja students' WhatsApp interactions. This study uses a qualitative approach with a descriptive design in the framework of digital sociolinguistics. Data in the form of conversations in WhatsApp groups was collected through non-participatory observation techniques and documentation with screenshots, then transcribed and analyzed using content analysis techniques through data reduction, classification, and interpretation stages. The results of the study showed that the code mix used was dominated by lexical forms (insertion), accompanied by morphological forms and the use of digital language (internet slang). The function of mixing codes includes marking regional identity, forming social solidarity, communication efficiency, and emotional expression through multimodal elements such as emojis. The practice of mixing code is influenced by social identity, interpersonal relationships, multilingual competence, characteristics of digital media, and global cultural influences, which as a whole reflect the dynamics of language use in multilingual societies in the digital age.
PEMANFAATAN MEDIA INTERAKTIF DALAM MENINGKATKAN KETERLIBATAN BELAJAR ANAK USIA DINI PADA PEMBELAJARAN BAHASA INGGRIS Sry Wahyuni; Ita Sarmita Samad
Jurnal Prasasti Ilmu Vol. 6 No. 1 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i1.17224

Abstract

This study aimed to explore the use of interactive learning media in enhancing young learners’ engagement in English language learning. The study employed a qualitative approach, with data collected through classroom observations and interviews with teachers at PAUD Insan Masagena, Makassar. The findings revealed that the use of interactive media, such as educational games, picture cards, concrete objects, audio-visual media, and interactive quizzes, was able to increase students’ active participation, attention, and enthusiasm during the learning process. Singing activities combined with music and movement also helped build learning readiness and create a more enjoyable classroom atmosphere. In addition, the use of translanguaging and repetitive instructions assisted students in gradually understanding English vocabulary and classroom instructions through the association between language and concrete activities. The findings indicate that young learners’ engagement is strongly influenced by how teachers design interactive, enjoyable, and developmentally appropriate learning experiences. Therefore, the use of interactive media and adaptive communication strategies plays an important role in creating more effective and meaningful English learning for young learners.
Peran Kepala Sekolah dalam Meningkatkan Kompetensi Guru di SDN 1 Teko Howin Hendria Santana
Jurnal Prasasti Ilmu Vol. 6 No. 1 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i1.17259

Abstract

This study aims to analyze the role of the principal in improving teacher competency at SDN 1 Teko. Improving teacher competency is a crucial factor in improving the quality of education, thus requiring effective principal leadership to support continuous teacher professional development. This study employed a qualitative descriptive approach, with the research location at SDN 1 Teko. Research informants consisted of principals and teachers purposively selected based on their involvement in teacher competency development programs. Data were collected through observation, in-depth interviews, and documentation. Data validity was tested using source triangulation and technical triangulation, while data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results showed that the principal plays a significant role in improving teacher competency through seven main leadership functions. As an educator, the principal provides role models, fosters discipline, and provides learning assistance. As a manager, the principal plans, organizes, implements, and supervises teacher development programs. As an administrator, the principal manages learning administration and provides feedback on teacher teaching materials. As a supervisor, the principal conducts classroom observations and academic coaching. As a leader, the principal implements open, participatory, and transparent leadership. As an innovator, the principal encourages teachers to participate in training, participate in Teacher Working Group (KKG) activities, and develop innovative learning. As a motivator, the principal provides rewards and moral support to boost teacher morale. Research findings indicate that the integration of these various leadership roles positively contributes to improving teachers' pedagogical, professional, social, and personal competencies and supports improvements in the quality of education at SDN 1 Teko.
A SUPPORTING AND INHIBITING FACTORS OF SOCIAL INTERACTION OF SLOW LEARNER STUDENTS IN INCLUSIVE ELEMENTARY SCHOOL CLASSES: INCLUSIVE EDUCATION Putri Fahmi; Liftiah Liftiah; Ali Formen
Jurnal Prasasti Ilmu Vol. 6 No. 1 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i1.17289

Abstract

This study aims to analyze the supporting and inhibiting factors of social interaction among slow learner students in inclusive elementary school classrooms. A qualitative approach with a case study design was employed. Data were collected at SDN 1 Sukorejo, SDN 2 Sukorejo, and SDN 3 Sukorejo, Tunjungan District, Blora Regency. Purposive sampling was applied to select informants consisting of slow learner students, inclusive classroom teachers, and parents. Three data collection techniques were used: participatory observation, in-depth semi-structured interviews, and documentation studies. Data were analyzed using Miles and Huberman's interactive analysis model comprising data reduction, data display, and conclusion drawing supported by source and technique triangulation as well as member checking. The results identified three supporting factors: (1) peer acceptance and empathy, especially informal peer tutoring behavior; (2) differentiated instructional strategies applied by teachers, such as mixed-ability grouping and think-pair-share techniques; and (3) active emotional support from parents at home. Three inhibiting factors were also identified: (1) social stigma and peer rejection that triggers social anxiety; (2) limited verbal communication skills and low self-efficacy of slow learner students; and (3) structural limitations, particularly the absence of a full-time Special Assistant Teacher (GPK) in all three schools. A comparative analysis across schools confirmed that social interaction quality among slow learner students is a multidimensional phenomenon shaped by the dynamic interplay of individual, teacher, classroom, family, and school policy factors.
ETNOEKOLOGI MASYARAKAT GAYO: PERAN HUKUM ADAT DAN NILAI RELIGIUS DALAM KONSERVASI IKAN DEPIK (RASBORA TAWARENSIS) DI DANAU LUT TAWAR Hendra Yulisman; Yuri Gagarin; Cut Intan Evtia Nurina; Fitrah Asma Ulhusna; Samsul Muarrif; Adelia Ayura
Jurnal Prasasti Ilmu Vol. 6 No. 1 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i1.17475

Abstract

The Gayo people inhabiting Central Aceh have a very strong tradition of local wisdom in utilizing and managing the Lake Lut Tawar area, especially regarding the presence of Depik fish. The purpose of this study is to identify and describe the construction of customary law and ethnoecological knowledge of the Gayo people regarding the rules and limitations of natural resource exploitation in the Lake Lut Tawar ecosystem. The research method used is a qualitative method. Data collection techniques were carried out through open in-depth interviews. The subjects of this study were members of the Majelis Adat Gayo (MAG) for the 2024-2029 period. Interview data were analyzed using the Miles and Huberman interactive model through three stages: data reduction, data presentation, and drawing conclusions. The results of the study indicate that the Gayo people have a strong ethnoecological construction in water conservation, implemented through a 25-meter fishing zoning restriction and the use of environmentally friendly traditional fishing gear (dedesen). The main findings reveal a very strong integration between customary law and religious values ​​(the concept of Fiqh al-Bi'ah), in which fishermen strictly adhere to the prohibition on fishing during religious times (Friday prayers and Tarawih prayers). This compliance is not based on fear of positive state law, but rather driven by spiritual obedience and respect for the Sarak Opat and Pawang Lut institutions (edet memegeri hukum).
STRATEGI METAKOGNITIF DALAM PEMBELAJARAN MATEMATIKA DAN DAMPAKNYA TERHADAP PENALARAN MATEMATIS SISWA: SYSTEMATIC LITERATURE REVIEW Ni Nyoman Lena Adisaraswathi; I Gst Putu Sudiarta; Gede Suwekan; Gst. Ayu Mahayukti; Ni Made Sri Mertasari
Jurnal Prasasti Ilmu Vol. 6 No. 2 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i2.17222

Abstract

This article examines the influence of metacognitive strategies in mathematics learning, particularly on students’ mathematical reasoning ability, through a Systematic Literature Review (SLR) approach guided by the PRISMA framework, consisting of identification, screening, eligibility, and inclusion stages. The data were obtained from scientific articles published between 2020-2026 through Google Scholar, Publish or Perish, and ResearchGate. In the identification stage, 673 articles were initially retrieved. These articles were then selected based on predetermined inclusion and exclusion criteria, including their relevance to metacognitive strategies in mathematics learning, their connection to mathematical ability or mathematical reasoning, the publication year range, and the availability of full-text articles. After the screening and eligibility assessment processes, 21 articles were selected for further analysis. The data were analyzed by reviewing, categorizing, and synthesizing the findings from the relevant studies. The results indicate that metacognitive strategies have a positive impact on mathematics learning by assisting students in planning problem-solving procedures, monitoring their thinking processes, and evaluating their answers. These strategies also contribute to the improvement of students’ mathematical reasoning ability, as reflected in their capacity to understand problems, construct arguments, connect mathematical concepts, examine solution steps, and draw logical conclusions. The effectiveness of metacognitive strategies is influenced by several factors, including students’ prior ability, mathematics anxiety, self-regulated learning, and support from the learning environment. With appropriate implementation, metacognitive strategies can serve as an effective instructional alternative for developing students’ mathematical abilities, particularly mathematical reasoning.
Peran Self-Efficacy dalam Pemahaman Matematis Peserta Didik: Tinjauan Sistematis terhadap Inkonsistensi Temuan Penelitian (2022–2025) Ni Kadek Budi Liyastini; I Made Sugiarta; Kadek Ayu Mutiara Pratiwi; I Made Suarsana
Jurnal Prasasti Ilmu Vol. 6 No. 2 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i2.17246

Abstract

Mathematical understanding is a fundamental component of mathematics learning that enables students to comprehend concepts, connect mathematical representations, and apply mathematical ideas in various contexts. However, previous studies have indicated that students’ mathematical understanding remains relatively low across educational levels. This study aimed to systematically analyze the role of self-efficacy in students’ mathematical understanding and identify factors contributing to inconsistencies in previous findings. The study employed a Systematic Literature Review (SLR) based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data were collected from the Scopus database by selecting studies published between 2022 and 2025 using relevant keywords related to self-efficacy and mathematical understanding. The PRISMA selection process resulted in nine articles that met the inclusion criteria. The selected studies were analyzed using qualitative thematic synthesis. The findings revealed that self-efficacy contributes positively to students’ mathematical understanding, both directly and indirectly through mediating variables such as learning motivation and self-regulated learning. Variations in findings were influenced by differences in research design, participant characteristics, educational level, and learning context. Experimental studies generally demonstrated stronger direct effects than correlational studies. Therefore, self-efficacy should be considered an important affective factor that needs to be strengthened alongside cognitive aspects in mathematics learning.
“Strategi Pembelajaran Adaptif bagi Anak Berkebutuhan Khusus di Sekolah Dasar: Systematic Literature Review 2020-2025” Mukti Hariyadi; Liftiah Liftiah; Ali Formen
Jurnal Prasasti Ilmu Vol. 6 No. 2 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i2.17252

Abstract

This study aims to synthesize research on adaptive learning strategies for children with special needs in elementary schools. Using a Systematic Literature Review guided by PRISMA, this study analyzed 32 articles published between 2020 and 2025 from Google Scholar, Scopus, SpringerLink, ScienceDirect, DOAJ, and SINTA. The data were analyzed through thematic synthesis. The findings show that the most common strategies include differentiated instruction, adaptive curriculum, game-based learning, and adaptive learning technologies. These strategies support learning outcomes, motivation, participation, social skills, and self-regulation. Implementation depends on teacher competence, school support, technological readiness, curriculum flexibility, and student characteristics. This review contributes to inclusive education by mapping current research trends and identifying practical factors that influence adaptive learning implementation in elementary schools.
The Implementation of Classical Guidance Services with Mystery Paper Games to Improve Elementary School Students' Learning Concentration Najikhatunnisa' Najikhatunnisa'; Nabila Rizqi; Lailin Ni’mah; Evilia Kusuma; Ade Sucipto
Jurnal Prasasti Ilmu Vol. 6 No. 2 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i2.17265

Abstract

This study was conducted to identify the implementation of classical guidance services using paper mystery games in improving the learning concentration of elementary school students. This study used a qualitative method with a descriptive approach, with the research subjects being 31 fifth-grade students at SD N 6 Cendono. This was done through interviews, questionnaires, observations of the implementation of classical guidance services, and documentation collection. Data analysis was carried out through data reduction stages, descriptive data presentation, and drawing conclusions based on findings obtained in the field. The results of the study showed that the level of student learning concentration was still relatively low, which was characterized by students being easily distracted, paying less attention to learning, and having difficulty concentrating during the learning process. and often talking during learning. Several contributing factors included the classroom environment, interactions with peers, and the varying individual conditions of students. The implementation of classical guidance services with paper mystery games provided positive results, where students became more active, enthusiastic, brave in expressing opinions, and more concentrated during the learning process. Classical guidance services with the mystery game method can be used as an effective effort to improve the learning focus of elementary school students.
PERSEPSI SISWA KELAS 5 MI DARUL ULUM 2 TERHADAP PENGGUNAAN GADGET BERLEBIHAN MELALUI LAYANAN BK : Pendahuluan, Metode Penelitian, dan Hasil Pembahasan Eva Noor Safitri; Diki Candra Febriansyah; Anita Susi Fatmasari; Mahfudhoh Angelita Sari; Davina Natania Himawan; Ade Sucipto
Jurnal Prasasti Ilmu Vol. 6 No. 2 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i2.17275

Abstract

Gadgets are not only used as a means of communication and entertainment, but are also used in learning activities through digital media such as educational videos. This study was conducted with the aim of describing the perceptions of fifth-grade students at MI Terpadu Darul Ulum 02 regarding excessive gadget use through classical guidance and counseling services assisted by educational videos. A qualitative approach with descriptive research type was used in this study. Research data were obtained through observation and interviews. The research subjects consisted of fifth-grade students who participated in classical guidance and counseling services at school. The results showed that students' understanding of the impact of excessive gadget use increased after being provided with classical guidance and counseling services assisted by educational videos. The negative impacts of gadget use were understood by students as causing decreased learning concentration, reduced social interaction, eye health problems, and the emergence of excessive gadget playing habits. In addition, the use of educational video media was considered able to increase student activity and enthusiasm during the service activities

Page 15 of 16 | Total Record : 156

 12   13   14   15   16 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): Jurnal Prasasti Ilmu Vol. 6 No. 1 (2026): Jurnal Prasasti Ilmu Vol. 5 No. 3 (2025): Jurnal Prasasti Ilmu Vol. 5 No. 2 (2025): Jurnal Prasasti Ilmu Vol 5, No 1 (2025): Jurnal Prasasti Ilmu Vol. 5 No. 1 (2025): Jurnal Prasasti Ilmu Vol 4, No 3 (2024): Jurnal Prasasti Ilmu Vol. 4 No. 3 (2024): Jurnal Prasasti Ilmu Vol. 4 No. 2 (2024): Jurnal Prasasti Ilmu Vol 4, No 2 (2024): Jurnal Prasasti Ilmu Vol 4, No 1 (2024): Jurnal Prasasti Ilmu Vol. 4 No. 1 (2024): Jurnal Prasasti Ilmu Vol 3, No 3 (2023): Jurnal Prasasti Ilmu Vol. 3 No. 3 (2023): Jurnal Prasasti Ilmu Vol. 3 No. 2 (2023): Jurnal Prasasti Ilmu Vol 3, No 2 (2023): Jurnal Prasasti Ilmu Vol 3, No 1 (2023): Jurnal Prasasti Ilmu Vol. 3 No. 1 (2023): Jurnal Prasasti Ilmu Vol 2, No 3 (2022): Jurnal Prasasti Ilmu Vol. 2 No. 3 (2022): Jurnal Prasasti Ilmu Vol. 2 No. 2 (2022): Jurnal Prasasti Ilmu Vol 2, No 2 (2022): Jurnal Prasasti Ilmu Vol. 2 No. 1 (2022): Jurnal Prasasti Ilmu Vol 2, No 1 (2022): Jurnal Prasasti Ilmu Vol 1, No 3 (2021): Jurnal Prasasti Ilmu Vol. 1 No. 3 (2021): Jurnal Prasasti Ilmu Vol 1, No 2 (2021): Jurnal Prasasti Ilmu Vol. 1 No. 2 (2021): Jurnal Prasasti Ilmu Vol 1, No 1 (2021): Jurnal Prasasti Ilmu Vol. 1 No. 1 (2021): Jurnal Prasasti Ilmu More Issue