Jurnal Pendidikan Penggerak
Jurnal Pendidikan Penggerak is dedicated to fostering educational progress and advocating for innovative approaches within the realm of education. Its primary objective is to facilitate a platform where researchers, educators, and practitioners can converge to exchange ideas, disseminate insights, and contribute to the enhancement of educational systems and methodologies. With a commitment to open access, all articles published in Jurnal Pendidikan Penggerak are freely accessible online and are accompanied by digital object identifiers (DOIs) for easy citation and reference. The journal covers a wide range of topics within the field of education, including but not limited to pedagogical innovations, curriculum development, educational technology integration, teacher training, educational policy analysis, and educational psychology. Through its rigorous peer-review process, Jurnal Pendidikan Penggerak ensures the publication of high-quality research and scholarly articles that are both informative and impactful. By providing a platform for scholarly discourse and knowledge dissemination, the journal strives to contribute to the continuous improvement of educational practices and outcomes, both nationally and internationally. Aims and Scope of Jurnal Pendidikan Penggerak Aims: Facilitating Knowledge Exchange: Providing a platform for researchers, educators, and practitioners to exchange ideas, share insights, and collaborate on educational innovations. Enhancing Educational Systems: Contributing to the improvement of educational systems and practices through rigorous research, critical analysis, and evidence-based recommendations. Promoting Open Access: Ensuring that high-quality scholarly content is freely accessible to a global audience, thereby democratizing access to educational knowledge and resources. Encouraging Collaboration: Facilitating interdisciplinary collaboration and partnerships among stakeholders in education, including academia, government agencies, non-profit organizations, and industry players. Scope: Pedagogical Innovations: Exploration of innovative teaching and learning approaches, instructional strategies, and pedagogical techniques aimed at enhancing student engagement, motivation, and learning outcomes. Curriculum Development: Research and discussions on curriculum design, implementation, and evaluation across various educational levels and disciplines, with a focus on promoting relevance, coherence, and effectiveness. Educational Technology Integration: Examination of the integration of technology into educational settings, including the use of digital tools, online platforms, and immersive technologies to support teaching, learning, and assessment processes. Teacher Training and Professional Development: Investigations into teacher preparation programs, professional development initiatives, and strategies for enhancing teacher effectiveness, well-being, and retention. Educational Policy Analysis: Critical analysis of educational policies, reforms, and initiatives at local, national, and international levels, with a focus on their impact on educational equity, access, and quality. Educational Psychology: Exploration of psychological theories, principles, and practices relevant to understanding student behavior, motivation, cognition, and socio-emotional development within educational contexts.
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<![CDATA[Factors Contributing to Academic Stress among Islamic Education Masters Students in the Class of 2024 at Sultan Agung Islamic University: English ]]>
<![CDATA[Irfan, Alif]]>;
<![CDATA[Choeroni]]>;
<![CDATA[Muchtar, Asmaji]]>
<![CDATA[ Jurnal Pendidikan Penggerak Vol. 2 No. 2 (2024): Desember ]]>
Publisher : <![CDATA[Lembaga Otonom Lembaga Informasi dan Riset Indonesia (KITA INFO dan RISET) ]]>
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DOI: 10.35870/jpp.v2i2.4001
<![CDATA[This study examines the elements that contribute to academic stress among master's students in Islamic Education from the class of 2024 at Sultan Agung Islamic University. A quantitative study approach was utilised, involving a sample of 100 students, with data obtained using a questionnaire. The findings indicate that both internal and external variables substantially influence academic stress, albeit in differing degrees. Internally, self-confidence and time management skills were seen as critical variables, with 57% of respondents reporting that insufficient self-confidence exacerbated their academic stress, while 60% admitted that inadequate time management skills intensified academic strain. Nonetheless, learning motivation was shown to exert a little influence, as 79% of participants did not see poor motivation as a principal factor contributing to stress. Concerning external influences, social pressures were identified as the predominant driver, with 60% of respondents acknowledging that social expectations significantly influenced their academic stress. Conversely, 77% and 94% of respondents did not see physical and psychological environmental circumstances, together with familial pressure, as major factors. Most kids did not find high academic standards onerous, however others felt burdened. In conclusion, self-confidence and time management were recognised as the most impactful internal elements, but social expectations were seen as the most significant external component. This study's findings offer significant insights for educational institutions to formulate more effective measures to alleviate academic stress by addressing internal and external causes]]>
<![CDATA[Program Layanan Bimbingan Konseling Dalam Mengembangkan Kecerdasan Emosional Peserta Didik Pada MTsS Baitul Arqam ]]>
<![CDATA[Khairani, Putri]]>
<![CDATA[ Jurnal Pendidikan Penggerak Vol. 2 No. 2 (2024): Desember ]]>
Publisher : <![CDATA[Lembaga Otonom Lembaga Informasi dan Riset Indonesia (KITA INFO dan RISET) ]]>
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DOI: 10.35870/jpp.v2i2.4033
<![CDATA[Kecerdasan emosional merupakan aspek penting dalam perkembangan peserta didik, karena berperan besar dalam membentuk sikap, perilaku, serta kemampuan mereka dalam menghadapi berbagai situasi sosial dan akademik. Ketika peserta didik menunjukkan tingkat kecerdasan emosional yang rendah, maka peran pendidik Bimbingan dan Konseling menjadi sangat vital. Sebagai tenaga profesional yang bertugas membantu siswa mengatasi berbagai permasalahan pribadi, sosial, dan belajar, guru BK memanfaatkan berbagai pendekatan dan layanan yang telah diatur dalam kebijakan pendidikan nasional. Melalui berbagai layanan, seperti layanan konseling individu, konseling kelompok, serta layanan informasi dan konsultasi, guru BK berusaha menciptakan ruang yang kondusif bagi peserta didik untuk mengenali, memahami, dan mengelola emosi mereka secara positif. Penelitian ini bertujuan untuk mengeksplorasi pelaksanaan layanan bimbingan dan konseling yang diterapkan oleh guru BK dalam upaya mengembangkan kecerdasan emosional siswa di Madrasah Tsanawiyah Swasta Baitul Arqam. Metode yang digunakan adalah pendekatan deskriptif kualitatif, dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi terhadap kegiatan BK yang berlangsung di madrasah. Berdasarkan hasil penelitian, dapat disimpulkan bahwa layanan bimbingan dan konseling yang dilaksanakan telah sesuai dengan kebutuhan siswa. Guru BK secara aktif memberikan pendampingan yang bersifat preventif maupun kuratif, sehingga mampu memberikan dampak positif terhadap peningkatan kecerdasan emosional peserta didik, khususnya di kelas VIII.]]>
<![CDATA[Upaya Penerapan Pendidikan Karakter di SMPN 3 Peureulak ]]>
<![CDATA[Afwiyah]]>
<![CDATA[ Jurnal Pendidikan Penggerak Vol. 2 No. 2 (2024): Desember ]]>
Publisher : <![CDATA[Lembaga Otonom Lembaga Informasi dan Riset Indonesia (KITA INFO dan RISET) ]]>
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DOI: 10.35870/jpp.v2i2.4034
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan upaya penerapan pendidikan karakter di SMPN 3 Peureulak. Pendidikan karakter merupakan elemen penting dalam membentuk kepribadian siswa yang berintegritas, tangguh, dan memiliki akhlak mulia. Jenis penelitian ini adalah deskriptif kualitatif lapangan, yang mengambil lokasi di SMPN 3 Peureulak. Sumber data yang digunakan adalah sumber data primer dan sekunder. Metode pengumpulan data dalam penelitian ini menggunakan metode wawancara, observasi, dan dokumentasi. Adapun teknik analisa data yg digunakan adalah reduksi data, display data seta verifikasi atau penarikan kesimpulan, untuk uji keabsahan mengguakan trianggulasi sumber. Hasil penelitian menunjukkan bahwa: (1) Penerapan Pendidikan Karakter di SMPN 3 Peureulak sudah bagus hingga peserta didik dapat terbentuk menjadi insan yang berakhlakul karimah, mandiri, jujur, peduli sahabat, toleransi, peduli sosial, sikap demokratis, bertanggung jawab, peduli lingkungan dan religius. Walaupun tidak semua peserta didik mempunyai karakter yang baik dengan adanya peraturan sekolah dan pendidik. (2) Faktor penghambat sekolah dalam upaya penerapan pendidikan karakter di SMPN 3 Peureulak adalah sarana dan prasarana yang kurang memadai, yaitu gedung yang kurang proposional, faktor lingkungan yang kurang kondusif sehingga tidak terdukungnya program kegiatan sekolah, kondisi siswa yang kurang memahami nilai-nilai karakter dan adanya pengaruh negatif dari dunia luar sehingga siswa merasakan malas dalam kegaiatan.]]>
<![CDATA[Kedisiplinan Belajar Siswa Kelas VI SD Negeri Blang Batee ]]>
<![CDATA[Jamil, Muhammad]]>
<![CDATA[ Jurnal Pendidikan Penggerak Vol. 2 No. 2 (2024): Desember ]]>
Publisher : <![CDATA[Lembaga Otonom Lembaga Informasi dan Riset Indonesia (KITA INFO dan RISET) ]]>
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DOI: 10.35870/jpp.v2i2.4042
<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana tingkat kedisiplinan belajar siswa kelas VI di SD Negeri Blang Batee. Penelitian ini dilakukan dengan pendekatan kualitatif menggunakan metode studi kasus, dengan fokus pada siswa kelas VI sebagai subjek utama. Proses pengumpulan data dilakukan melalui observasi langsung, wawancara dengan pihak terkait, serta dokumentasi sebagai pelengkap. Data yang telah diperoleh dianalisis melalui tiga tahapan, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian menunjukkan bahwa masih terdapat beberapa bentuk pelanggaran disiplin belajar yang dilakukan oleh siswa, seperti kurang memperhatikan guru saat pembelajaran berlangsung, membuat keributan di dalam kelas, mengganggu konsentrasi teman, serta membaca materi lain yang tidak relevan saat pelajaran sedang berlangsung. Salah satu penyebab dari pelanggaran tersebut adalah adanya kebiasaan siswa yang terus-menerus melakukan pelanggaran yang sama walaupun sudah mendapatkan teguran. Dalam menanamkan sikap disiplin belajar, guru telah melakukan berbagai upaya, antara lain memberikan contoh sikap disiplin secara langsung, menerapkan aturan kelas dengan tegas, memberikan nasihat dan peringatan kepada siswa yang melanggar, serta menjatuhkan sanksi yang mendidik bagi siswa yang tidak menaati peraturan. Meskipun demikian, guru tetap menghadapi tantangan, terutama karena masih ada siswa yang mengulangi kesalahan yang sama meskipun sudah diberi peringatan.]]>
<![CDATA[Manajemen Kurikulum Untuk Meningkatkan Mutu Pendidikan Islam (Studi kasus di SMA Plus Nurul Ulum) ]]>
<![CDATA[Khadavi, Muammar]]>
<![CDATA[ Jurnal Pendidikan Penggerak Vol. 2 No. 2 (2024): Desember ]]>
Publisher : <![CDATA[Lembaga Otonom Lembaga Informasi dan Riset Indonesia (KITA INFO dan RISET) ]]>
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DOI: 10.35870/jpp.v2i2.4040
<![CDATA[Curriculum management is a crucial aspect in determining the direction and quality of education in an institution. The quality of Islamic education is reflected in the success of the institution in producing graduates who are in accordance with the goals that have been set. This study aims to describe curriculum management in improving the quality of Islamic education in SMA Plus Nurul Ulum. This study uses a qualitative approach with a case study type. Data collection techniques are carried out through observation, interviews, and documentation, while data analysis uses the stages of data reduction, data presentation, and verification. The results of the study indicate that curriculum management in SMA Plus Nurul Ulum is implemented through three main stages. First, curriculum planning is carried out through a core team meeting involving the principal, vice principal, teachers, and supervisors, to compile and socialize learning tools. Second, curriculum implementation is carried out through checking teacher readiness, evaluating performance every three months, instilling Islamic values, and training through In House Training (IHT). Third, curriculum evaluation includes allocating special time to evaluate learning tools and teacher performance. Overall, curriculum management in SMA Plus Nurul Ulum has been carried out systematically and has contributed significantly to improving the quality of Islamic education.]]>
