cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nanda Eska Anugrah Nasution
Contact Email
eska@uinkhas.ac.id
Phone
+628990381781
Journal Mail Official
journalofptpd@gmail.com
Editorial Address
UIN Kiai Haji Achmad Siddiq Jember, Gedung T Lantai 6 Fakultas Tarbiyah dan Ilmu Keguruan, Jl. Mataram No.1, Karang Mluwo, Mangli, Kec. Kaliwates, Kabupaten Jember, Jawa Timur, 68136, Indonesia
Location
Kab. jember,
Jawa timur
INDONESIA
Journal of Pedagogical and Teacher Professional Development
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : -     EISSN : 30893798     DOI : -
Core Subject : Education,
Education Other
The Journal of Pedagogical and Teacher Professional Development aims to bridge the gap between practice and research by providing a platform for sharing information, views, opinions, and insights on teacher training programs, teaching methodologies, educational theories, classroom management strategies, curriculum development, and professional growth initiatives for educators. As a global publication, it welcomes submissions from around the world, with a primary focus on advancing pedagogical practices and teacher professional development. The journal also encourages research that explores the integration of these areas with other disciplines, such as STEM, geography, environmental studies, social sciences, and the arts. It seeks to publish articles that contribute to and expand our understanding of these topics, emphasizing innovative and unique research over the mere replication of existing studies. Submissions that do not align with these focuses will not be considered for publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 72 Documents
 4   5   6   7   8 
Peningkatan Hasil Belajar Materi Zakat melalui Model Pembelajaran Mind Mapping: Sebuah Penelitian Tindakan Kelas Yulistika Rahayu; Mukaffan Mukaffan; Nurul Hasan
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.225

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada materi zakat dalam mata pelajaran Pendidikan Agama Islam di kelas V UPTD SDN 2 Citalang, Kecamatan Tegalwaru, Kabupaten Purwakarta. Hasil observasi awal menunjukkan bahwa sebagian besar peserta didik belum mencapai Kriteria Ketuntasan Minimal (KKM), serta masih menunjukkan partisipasi yang rendah selama proses pembelajaran. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik melalui penerapan model pembelajaran Mind Mapping. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 37 peserta didik kelas V. Data dikumpulkan melalui tes hasil belajar, observasi aktivitas peserta didik, dan dokumentasi. Analisis data dilakukan secara deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan model Mind Mapping mampu meningkatkan hasil belajar peserta didik secara bertahap. Ketuntasan belajar meningkat dari 45,95% pada pra siklus menjadi 62,16% pada Siklus I dan kembali meningkat menjadi 86,49% pada Siklus II. Rata-rata nilai peserta didik juga mengalami peningkatan dari 63 pada pra siklus menjadi 72,30 pada Siklus I dan 83,51 pada Siklus II. Selain itu, aktivitas belajar peserta didik meningkat dari kategori cukup pada Siklus I menjadi baik pada Siklus II. Dengan demikian, model pembelajaran Mind Mapping terbukti efektif dalam meningkatkan aktivitas dan hasil belajar peserta didik pada materi zakat. This study was motivated by the low learning outcomes of fifth-grade students in the topic of zakat in Islamic Religious Education at UPTD SDN 2 Citalang, Tegalwaru District, Purwakarta Regency. Preliminary observations revealed that most students had not achieved the school's Minimum Mastery Criterion (MMC) and showed limited participation during classroom learning. This study aimed to improve students' learning outcomes through the implementation of the Mind Mapping learning model. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were 37 fifth-grade students. Data were collected through achievement tests, classroom observations, and documentation. Quantitative data were analyzed descriptively using learning mastery percentages and mean scores, while qualitative data were analyzed descriptively based on classroom observations. The findings indicated that the implementation of the Mind Mapping learning model significantly improved students' learning outcomes. Learning mastery increased from 45.95% in the pre-cycle to 62.16% in Cycle I and further increased to 86.49% in Cycle II. The class mean score also improved from 63.00 in the pre-cycle to 72.30 in Cycle I and 83.51 in Cycle II. In addition, students' learning activities improved from the fair category in Cycle I to the good category in Cycle II. These findings demonstrate that the Mind Mapping learning model is effective in enhancing both students' learning activities and learning outcomes on the topic of zakat.
Implementasi Technological Pedagogical Content Knowledge (TPACK) untuk Meningkatkan Hasil Belajar dan Aktivitas Peserta Didik Halumma Bina Mahdiya; Mukni’ah Mukni’ah; Zuhrotul Munawaroh
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.226

Abstract

Rendahnya hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI) menunjukkan perlunya inovasi pembelajaran yang mampu mengintegrasikan teknologi dengan strategi pedagogis secara efektif. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik melalui penerapan pendekatan Technological Pedagogical Content Knowledge (TPACK) pada materi Menghadirkan Salat dalam Kehidupan. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 37 peserta didik kelas VII B SMP Negeri 2 Panji Tahun Pelajaran 2024/2025. Data dikumpulkan melalui observasi, tes, dan dokumentasi. Data kualitatif dianalisis menggunakan model Miles, Huberman, dan Saldaña, sedangkan data kuantitatif dianalisis secara deskriptif melalui perhitungan nilai rata-rata dan persentase ketuntasan belajar klasikal. Indikator keberhasilan penelitian ditetapkan apabila minimal 80% peserta didik mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Hasil penelitian menunjukkan bahwa penerapan TPACK mampu meningkatkan hasil belajar peserta didik secara bertahap. Pada asesmen awal, ketuntasan belajar klasikal mencapai 40,54% (15 dari 37 peserta didik). Setelah tindakan pada siklus I, ketuntasan meningkat menjadi 64,86% (24 peserta didik), dan pada siklus II meningkat kembali menjadi 83,78% (31 peserta didik), sehingga melampaui indikator keberhasilan yang telah ditetapkan. Selain itu, aktivitas peserta didik meningkat hingga mencapai kategori aktif, sementara aktivitas guru mengalami peningkatan dari kategori cukup menjadi aktif. Temuan ini menunjukkan bahwa penerapan TPACK mampu meningkatkan kualitas proses pembelajaran sekaligus hasil belajar peserta didik pada materi Menghadirkan Salat dalam Kehidupan. Low learning outcomes in Islamic Religious Education (IRE) indicate the need for instructional innovation that effectively integrates technology with appropriate pedagogical strategies. This study aimed to improve students' learning outcomes through the implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the topic Integrating Prayer into Daily Life. The study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were 37 seventh-grade students of SMP Negeri 2 Panji during the 2024/2025 academic year. Data were collected through classroom observation, learning achievement tests, and documentation. Qualitative data were analyzed using the Miles, Huberman, and Saldaña interactive model, while quantitative data were analyzed using descriptive statistics through mean scores and classical learning mastery percentages. The study was considered successful when at least 80% of students achieved the Minimum Learning Mastery Criteria (KKTP). The findings demonstrated that the implementation of TPACK progressively improved students' learning outcomes. Initial assessment results showed a classical learning mastery of 40.54% (15 of 37 students). Following the first cycle, mastery increased to 64.86% (24 students), and further improved to 83.78% (31 students) in the second cycle, exceeding the predetermined success criterion. In addition, students' classroom participation improved to the active category, while teacher performance increased from the fair to the active category. These findings indicate that the TPACK framework effectively enhances both the quality of classroom instruction and students' learning outcomes in Islamic Religious Education.
Implementasi Gamification Memanfaatkan Wordwall dalam Problem Based Learning untuk Meningkatkan Minat Belajar Verawati Sarah; Mohammad Kholil; Nurhasyim Nurhasyim; Muchamad Fauyan
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.230

Abstract

Rendahnya minat belajar peserta didik menjadi salah satu kendala dalam pembelajaran Pendidikan Agama Islam (PAI), terutama ketika pembelajaran masih didominasi metode ceramah dan kurang melibatkan peserta didik secara aktif. Penelitian ini bertujuan meningkatkan minat belajar PAI melalui penerapan gamification berbantuan Wordwall yang dipadukan dengan model Problem Based Learning (PBL). Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 26 peserta didik kelas IV SDN Kadumekar. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara kualitatif dan kuantitatif menggunakan persentase perkembangan minat belajar pada empat indikator, yaitu perasaan senang, ketertarikan, perhatian, dan keterlibatan aktif. Hasil pra-siklus menunjukkan sekitar 65% peserta didik memiliki minat belajar PAI yang rendah. Setelah tindakan diberikan, seluruh indikator minat belajar mengalami peningkatan. Pada Siklus I peserta didik yang mencapai kategori Meningkat Sesuai Harapan (MSH) masih berkisar antara 30,8% hingga 42,4%. Setelah dilakukan perbaikan tindakan pada Siklus II, persentase peserta didik yang mencapai kategori MSH meningkat menjadi 73,1% pada indikator perasaan senang, ketertarikan, dan perhatian, serta 76,9% pada indikator keterlibatan aktif. Hasil tersebut menunjukkan bahwa penerapan gamification berbantuan Wordwall melalui Problem Based Learning berhasil meningkatkan minat belajar Pendidikan Agama Islam peserta didik kelas IV SDN Kadumekar. Low learning interest remains one of the major challenges in Islamic Religious Education (IRE), particularly when classroom instruction is dominated by teacher-centered lectures with limited student engagement. This study aimed to improve students' interest in learning IRE through the implementation of Wordwall-assisted gamification integrated with the Problem-Based Learning (PBL) model. This study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of two action cycles: planning, acting, observing, and reflecting. The participants were 26 fourth-grade students at SDN Kadumekar. Data were collected through classroom observation, interviews, and documentation, then analyzed using qualitative and quantitative descriptive techniques based on four indicators of learning interest: enjoyment, attraction, attention, and active participation. Initial observations revealed that approximately 65% of students demonstrated low interest in learning Islamic Religious Education. Following the implementation of the intervention, students' learning interest improved across all indicators. In Cycle I, students achieving the Expected Improvement (MSH) category ranged from 30.8% to 42.4%. After revising the instructional strategy in Cycle II, the proportion increased to 73.1% for enjoyment, attraction, and attention, while active participation reached 76.9%. These findings indicate that Wordwall-assisted gamification integrated with Problem-Based Learning effectively enhances students' interest in learning Islamic Religious Education in elementary schools.
Peningkatan Aktivitas dan Hasil Belajar melalui Media Pembelajaran Interaktif iSpring Suite pada Materi Kota Peradaban Islam Andalusia Ahmad Davik Irawan; Musyarofah Musyarofah; Fairi Umniyatin Nisak; Imam Subqi
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.374

Abstract

Hasil observasi awal di kelas VII-B SMP Negeri 4 Glenmore menunjukkan bahwa aktivitas belajar peserta didik masih rendah dengan rata-rata sebesar 38,4%, sedangkan ketuntasan hasil belajar baru mencapai 46,9% sesuai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Penelitian ini bertujuan meningkatkan aktivitas belajar dan hasil belajar peserta didik melalui penerapan media pembelajaran interaktif berbasis iSpring Suite pada materi Kota Peradaban Islam Andalusia. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 32 peserta didik kelas VII-B SMP Negeri 4 Glenmore. Data dikumpulkan melalui observasi aktivitas belajar, tes hasil belajar, dokumentasi, dan angket respon peserta didik, kemudian dianalisis menggunakan teknik deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa rata-rata aktivitas belajar meningkat dari 38,4% pada pra siklus menjadi 72,8% pada Siklus I dan 94,1% pada Siklus II. Ketuntasan hasil belajar juga meningkat dari 46,9% pada pra siklus menjadi 78,1% pada Siklus I dan 96,9% pada Siklus II. Selain itu, respon peserta didik terhadap penggunaan media iSpring Suite memperoleh skor rata-rata 107,6 dengan kategori sangat baik. Temuan penelitian menunjukkan bahwa media pembelajaran interaktif berbasis iSpring Suite efektif meningkatkan aktivitas belajar, hasil belajar, dan keterlibatan peserta didik dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti. Preliminary observations in Class VII-B of SMP Negeri 4 Glenmore revealed that students' learning activities were relatively low, with an average of 38.4%, while only 46.9% of students achieved the Minimum Learning Achievement Criteria (KKTP). This study aimed to improve students' learning activities and learning outcomes through the implementation of iSpring Suite-based interactive learning media in the topic The City of Islamic Civilization of Andalusia. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of two cycles, namely planning, action, observation, and reflection. The participants were 32 seventh-grade students of SMP Negeri 4 Glenmore. Data were collected through classroom observations, achievement tests, documentation, and student response questionnaires, then analyzed using descriptive quantitative and descriptive qualitative techniques. The findings indicated that students' learning activities increased from 38.4% in the pre-cycle to 72.8% in Cycle I and 94.1% in Cycle II. Learning mastery also improved from 46.9% in the pre-cycle to 78.1% in Cycle I and 96.9% in Cycle II. Furthermore, students' responses to the implementation of iSpring Suite achieved an average score of 107.6, which was categorized as very good. These findings demonstrate that iSpring Suite-based interactive learning media effectively improve students' learning activities, learning outcomes, and classroom engagement in Islamic Religious Education and Character Education.
Project Based Learning dalam Mengembangkan Kemampuan Berpikir Kritis sebagai Keterampilan Abad ke-21 pada Anak Usia Dini Sinta Kurnia Sari; Khoiriyah Khoiriyah; Evi Muafia
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.385

Abstract

Kemampuan berpikir kritis merupakan salah satu keterampilan abad ke-21 yang perlu dikembangkan sejak usia dini melalui pembelajaran yang berpusat pada anak. Namun, hasil observasi awal di TK Islam Al Munir 1 Kalianget Banyuglugur Situbondo menunjukkan bahwa kemampuan berpikir kritis anak Kelompok B masih belum optimal. Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis anak melalui penerapan model Project based Learning. Penelitian menggunakan metode Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian terdiri atas 10 anak Kelompok B. Data dikumpulkan melalui observasi, wawancara, penilaian kemampuan berpikir kritis berdasarkan 12 indikator, dan dokumentasi. Data dianalisis secara kuantitatif menggunakan nilai rata-rata dan secara kualitatif. Hasil penelitian menunjukkan bahwa nilai rata-rata kemampuan berpikir kritis meningkat dari 72,5 pada pra siklus menjadi 80,2 pada Siklus I dan 88,4 pada Siklus II. Pada akhir penelitian seluruh anak mencapai kategori Berkembang Sesuai Harapan (BSH). Temuan ini menunjukkan bahwa penerapan Project based Learning efektif dalam meningkatkan kemampuan berpikir kritis sebagai salah satu keterampilan abad ke-21 pada anak usia dini. Critical thinking is one of the essential 21st-century skills that should be developed from early childhood through child-centered learning. Preliminary observations at TK Islam Al Munir 1 Kalianget Banyuglugur Situbondo indicated that Group B children's critical thinking skills had not yet developed optimally. This study aimed to improve children's critical thinking skills through the implementation of the Project based Learning model. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were ten children in Group B. Data were collected through observations, interviews, critical thinking assessments based on twelve indicators, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the Miles, Huberman, and Saldaña interactive model. The findings revealed that the average critical thinking score improved from 72.5 in the pre-cycle to 80.2 in Cycle I and 88.4 in Cycle II. At the end of the study, all children achieved the Developing as Expected (BSH) category. These findings indicate that Project based Learning is effective in enhancing early childhood critical thinking skills as one of the essential competencies for the 21st century.
Peningkatan Hasil Belajar Materi Beragama secara Moderat melalui Penerapan Project-Based Learning Andi Hartono; Moh. Sutomo; Syahrowi Syahrowi
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.389

Abstract

Rendahnya hasil belajar peserta didik pada materi Beragama secara Moderat menjadi salah satu permasalahan dalam pembelajaran Pendidikan Agama Islam di kelas VIII SMP Negeri 1 Candipuro. Kondisi awal menunjukkan bahwa rata-rata hasil belajar peserta didik sebesar 64,7 dengan ketuntasan belajar 0%, sehingga belum memenuhi Kriteria Ketuntasan Minimal (KKM) yang ditetapkan sebesar 75. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik melalui penerapan model Project-Based Learning (PjBL). Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 10 peserta didik kelas VIII. Data dikumpulkan melalui tes hasil belajar, observasi, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan hasil belajar pada setiap siklus. Rata-rata nilai peserta didik meningkat dari 64,7 pada pra siklus menjadi 76,4 pada Siklus I dan kembali meningkat menjadi 83,6 pada Siklus II. Persentase ketuntasan belajar juga mengalami peningkatan dari 0% pada pra siklus menjadi 70% pada Siklus I dan mencapai 100% pada Siklus II. Selain meningkatkan hasil belajar, penerapan PjBL juga mendorong keterlibatan peserta didik dalam diskusi, kerja sama kelompok, serta kemampuan menghubungkan materi dengan kehidupan sehari-hari. Dengan demikian, penerapan Project-Based Learning terbukti efektif dalam meningkatkan hasil belajar peserta didik pada materi Beragama secara Moderat. Low learning outcomes in the topic Religious Moderation were identified as one of the major challenges in Islamic Religious Education for eighth-grade students at SMP Negeri 1 Candipuro. The preliminary assessment revealed an average score of 64.7, with no students meeting the Minimum Mastery Criterion (75). This study aimed to improve students' learning outcomes through the implementation of the Project-Based Learning (PjBL) model. This research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were 10 eighth-grade students. Data were collected through learning achievement tests, classroom observations, and documentation, and were analyzed using descriptive quantitative analysis and qualitative analysis based on the Miles, Huberman, and Saldaña interactive model. The findings demonstrated a consistent improvement in students' learning outcomes across the research cycles. The average score increased from 64.7 in the pre-cycle to 76.4 in Cycle I and further improved to 83.6 in Cycle II. Learning mastery also increased from 0% in the pre-cycle to 70% in Cycle I and reached 100% in Cycle II. In addition, the implementation of PjBL enhanced students' participation, collaboration, and their ability to relate learning materials to real-life situations. These findings indicate that Project-Based Learning is effective in improving students' learning outcomes on the topic of Religious Moderation.
Peningkatan Hasil Belajar Makanan Halal melalui Problem Based Learning Bermuatan Masalah Kontekstual Muhammad Zehan Firdaus
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.973

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada materi makanan halal di kelas VI MI Al-Hidayah Kotabaru. Hasil tes pra tindakan menunjukkan bahwa hanya 8 dari 24 peserta didik (33,33%) yang mencapai Kriteria Ketuntasan Minimal (KKM) sebesar 75 dengan nilai rata-rata kelas 66,63. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar peserta didik melalui penerapan Problem Based Learning bermuatan pemecahan masalah kontekstual. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 24 peserta didik kelas VI MI Al-Hidayah Kotabaru Tahun Ajaran 2024/2025. Teknik pengumpulan data meliputi observasi, tes, wawancara, dan dokumentasi. Data dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan aktivitas belajar peserta didik dari 74,24% pada Siklus I (kategori baik) menjadi 87,08% pada Siklus II (kategori sangat baik). Peningkatan aktivitas tersebut diikuti oleh peningkatan hasil belajar. Ketuntasan belajar klasikal meningkat dari 33,33% pada pra tindakan menjadi 75% pada Siklus I, kemudian mencapai 100% pada Siklus II. Nilai rata-rata peserta didik juga meningkat dari 66,63 pada pra tindakan menjadi 75,71 pada Siklus I dan 87,08 pada Siklus II. Hasil penelitian menunjukkan bahwa penerapan Problem Based Learning bermuatan pemecahan masalah kontekstual efektif dalam meningkatkan aktivitas dan hasil belajar peserta didik pada materi makanan halal di kelas VI MI Al-Hidayah Kotabaru. This study was motivated by the low learning outcomes of sixth-grade students on the topic of halal food at MI Al-Hidayah Kotabaru. The preliminary test showed that only 8 out of 24 students (33.33%) achieved the Minimum Mastery Criterion (MMC) of 75, with an average score of 66.61. This study aimed to improve students' learning activities and learning outcomes through the implementation of Problem-Based Learning (PBL) based on contextual problem-solving. The study employed Classroom Action Research (CAR) consisting of two cycles, each including planning, action, observation, and reflection stages. The participants were 24 sixth-grade students of MI Al-Hidayah Kotabaru in the 2024/2025 academic year. Data were collected through observation, tests, interviews, and documentation and analyzed using descriptive quantitative and qualitative techniques. The results revealed an improvement in students' learning activities from 74.24% in Cycle I (good category) to 84.8% in Cycle II (very good category). This improvement was followed by better learning outcomes. Classical learning mastery increased from 33.33% in the pre-action stage to 75% in Cycle I and reached 100% in Cycle II. The average learning score also improved from 66.61 in the pre-action stage to 75.48 in Cycle I and 84.8 in Cycle II. These findings indicate that the implementation of Problem-Based Learning (PBL) based on contextual problem-solving effectively improves students' learning activities and learning outcomes in learning halal food material.
Depictions of Wealth Inequality in Children's Literature: An Analysis and Recommendations Rosalinda Larios; Calli Lewis-Chiu; Mandy Lusk; Sarah Parramore; Debra Cote
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.975

Abstract

Wealth inequality has reached a historic high in American history, particularly among households with children. Children's literature portrays these economic disparities, often evoking strong emotions in young readers. Society has a responsibility to expose children to literature that teaches them to value diverse human experiences. This study investigated how children's literary fiction depicts scenarios of wealth inequality. Using critical literacy theory, we examined the extent to which characters and their circumstances are represented through a deficit or an asset lens. This study provides insights into children's books addressing issues of wealth inequality and offers recommendations for teachers navigating discussions of wealth inequality in children's literature.
Creating Young Entrepreneurs Through Experiential, Real-World Learning Kenneth A. Grant
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.981

Abstract

Many countries facing challenges in creating employment opportunities for young people view the development of youth entrepreneurs as an important economic strategy and have introduced programs to assist aspiring young entrepreneurs in starting businesses. While formal education is a key element of most initiatives, opportunities for active experiential learning and real start-up experience are frequently lacking. This paper presents a case study of the Ontario Government’s SummerCo Program, designed to bridge this gap. Since 2001, it has funded over 6,000 student start-ups. Students aged 15-29, receive funding and support to start and run a business for the summer.  The program has provided data from participant end-of-program questionnaires for the years 2006-2014, some 4,562 responses, along with published reports and other material. This paper examines the types of businesses established, business performance, participants’ feedback, and the overall program impact. Participants reported high levels of program satisfaction. 99% would recommend the Program to others and 85% felt they had achieved all their objectives for taking the program. Student participants have a much lower rate of unemployment, post-graduation. Finally, the program generated significant economic value.
Ellen Key’s Views on a Few Modern Primary School Educational Points – Development of Critical Thinking, Education for Sustainable Development (ESD) and Global Citizenship Education (GCED), Connections to Real-World Knowledge and Learning Viktoriia Chorna
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.982

Abstract

This article presents the results of a study of the professional legacy of Swedish difference feminist and educator Ellen Key (1849–1926). Two texts were selected for analysis: The Century of the Child (one of Key’s principal pedagogical works) and Education. A Few Suggestions (a text that provides insight into the primary school teacher’s understanding of three contemporary educational issues, Education for Sustainable Development (ESD) and Global Citizenship Education (GCED), critical thinking, and connections between real-world knowledge and learning). The purpose of this article is to examine and evaluate Key’s educational legacy in relation to contemporary primary education issues, including globalization and sustainability, critical thinking, and the relationship between learning and real-world knowledge. The findings confirm the relevance of these educational issues within Key’s pedagogical system and provide a clearer understanding of how they were interpreted in her educational philosophy.

Page 7 of 8 | Total Record : 72

 4   5   6   7   8 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026 Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026 Vol. 2 No. 1 (2025): Journal of Pedagogical and Teacher Professional Development, July 2025 Vol. 1 No. 2 (2025): Journal of Pedagogical and Teacher Professional Development, January 2025 Vol. 1 No. 1 (2024): Journal of Pedagogical and Teacher Professional Development, July 2024