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Jurnal Pendidikan Tuntas
Published by Yayasan Almahmudi Bin Dahlan
ISSN : 30255430     EISSN : -     DOI : 10.70437/jpt
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Jurnal Pendidikan Tuntas is published by LPPI Yayasan Almahmudi Bin Dahlan, in helping academics, researchers, and practitioners to disseminate their research results. Jurnal Pendidikan Tuntas is a blind peer-reviewed journal dedicated to publishing quality research results in the fields of education. All publications in the Jurnal Pendidikan Tuntas are open access which allows articles to be available online for free without any subscription. Jurnal Pendidikan Tuntas is a national journal with e-ISSN: 3025-5430, and is free of charge in the submission process and review process. Jurnal Pendidikan Tuntas publishes articles periodically four times a year, in March, June, September and December. Jurnal Pendidikan Tuntas uses Turnitin plagiarism checks, Mendeley for reference management and supported by Crossref (DOI) for identification of scientific paper.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 225 Documents
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Upaya Meningkatkan Keterampilan Menulis Puisi Menggunakan Model Kooperatif Tipe Think, Talk,Write di Sekolah Dasar 2 Pekanbaru Nurhasni, Nurhasni
Jurnal Pendidikan Tuntas Vol. 3 No. 2 (2025): Edisi Juni 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This study aims to analyze the improvement of poetry writing skills in third-grade students at SDN 2 Pekanbaru using the Think, Talk, Write (TTW) cooperative learning model. Poetry writing skills are considered difficult as they require the ability to find and use appropriate words and master vocabulary. Initial data showed that 88.24% of students had not achieved the minimum completeness criteria (KKM) score of 80 in poetry writing, and students were less enthusiastic in learning. This classroom action research (CAR) was conducted in two cycles. In Cycle I, the completion percentage increased to 64.71%. A significant improvement was observed in Cycle II, where 100% of students achieved classical completeness, although individual completeness did not always reach 100%. This success was supported by the teacher's mastery of the TTW model, the teacher's ability to create a safe and competitive learning environment, effective time management, and a good emotional connection between the teacher and students. Thus, the TTW learning model proved effective in improving students' poetry writing skills in Elementary School.
Implementasi Pembelajaran Sosial Emosional Berdasarkan Kerangka CASEL di Sekolah Dasar Amri, Elvianti
Jurnal Pendidikan Tuntas Vol. 3 No. 2 (2025): Edisi Juni 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Social Emotional Learning (PSE) plays an important role in character building and student academic success. The CASEL (Collaborative for Academic, Social, and Emotional Learning) model introduces five core competencies that are essential in the social-emotional development of learners. This article aims to analyze the implementation of CASEL framework-based social-emotional learning at the primary school level and review its relevance in improving classroom climate and learning achievement. Using a literature review approach, this article finds that the systematic and contextual implementation of CASEL is able to improve students' empathy, self-management and social relationship skills. Teachers play a central role as facilitators in integrating PSE into daily learning.
Pembelajaran Sosial Emosional dalam Kurikulum Indonesia: Tinjauan Literatur dan Implikasinya Elvinasafira, Elvinasafira
Jurnal Pendidikan Tuntas Vol. 3 No. 2 (2025): Edisi Juni 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Social Emotional Learning (ESL) is a strategic approach in education that aims to shape students who are not only academically intelligent, but also socially and emotionally mature. This literature review aims to examine the concept, position, implementation, challenges, and strategies for strengthening ESL in the context of the Indonesian curriculum, especially the 2013 Curriculum and the Independent Curriculum. The results of the study indicate that social emotional values have been integrated into the curriculum documents, especially through strengthening the Pancasila Student Profile. However, implementation in the field still faces challenges such as limited teacher training, policy discontinuity, and disparities between regions. Therefore, an integrative strategy in thematic learning, ongoing teacher training, and cross-sector collaboration are the keys to strengthening ESL in the Indonesian education system. This study provides important implications both theoretically and practically in the development of the national curriculum and character education.
Strategi Efektif Mengintegrasikan Pembelajaran Sosial Emosional dalam Pembelajaran Abad Ke-21 Nurvahana, Nurvahana
Jurnal Pendidikan Tuntas Vol. 3 No. 2 (2025): Edisi Juni 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Social Emotional Learning (SEL) is increasingly recognized as a critical element in 21st-century education, focusing on non-cognitive competencies such as empathy, collaboration, and self-regulation. This literature-based study explores effective strategies for integrating SEL into educational practices. The findings highlight several key approaches, including thematic and project-based learning, fostering a positive school culture, ongoing teacher training, and the use of digital tools. These strategies not only support students’ emotional and social development but also enhance overall academic performance. The study concludes by emphasizing the need for comprehensive educational policies and professional development to ensure consistent and sustainable SEL implementation.
Penerapan Metode Bermain Peran Untuk Meningkatkan Kemampuan Berbicara Anak Pada Usia 5-6 Tahun di TK Dwi Karya Tanjung Kecamatan Koto Kampar Hulu Lastri, Lastri; Hardi, Vitri Angraini; Ayu, Citra
Jurnal Pendidikan Tuntas Vol. 3 No. 3 (2025): Edisi September 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This research was motivated by the low speaking ability of children aged 5-6 years at Dwi Karya Tanjung Kindergarten, Koto Kampar Hulu District. Therefore, researchers determined alternatives to improve the speaking skills of children aged 5-6 years at Dwi Karya Tanjung Kindergarten, Koto Kampar Hulu District. The research method used is Classroom Action Research (PTK). The data collection techniques used were observation, interviews and documentation. The data collection instrument used by researchers is the observation sheet. Data analysis in this classroom action research uses quantitative techniques. Based on the results of data analysis, it was concluded that: The results of increasing the use of the role-playing method were proven to be able to improve the speaking skills of children aged 5-6 years at Dwi Karya Tanjung Kindergarten. in cycle I continued to increase in cycle II.

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