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Jurnal Pendidikan Dirgantara
Published by Asosiasi Riset Ilmu Pendidikan Indonesia
ISSN : -     EISSN : 30890322     DOI : 10.61132
Core Subject : Education,
Education
Jurnal Pendidikan Dirgantara, adalah jurnal yang diterbitkan oleh Asosiasi Riset Ilmu Pendidikan Indonesia, Jurnal ini mengkaji pendidikan dalam industri dirgantara, fokus pada pengembangan keterampilan teknis dan teknologi. Setiap edisi membahas kurikulum, metode pengajaran inovatif, riset teknologi penerbangan, dan aplikasi praktis di industri. Artikel-artikelnya mencakup penelitian empiris, studi kasus, ulasan literatur, dan tinjauan teoritis untuk memahami hubungan erat antara pendidikan dirgantara dengan inovasi teknologi. Jurnal ini relevan bagi akademisi, peneliti, praktisi pendidikan, dan profesional di industri dirgantara. Jurnal ini terbit 1 tahun 4 kali (Februari, Mei, Agustus dan November).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 101 Documents
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Penguatan Karakter melalui Media Digital: Kolaborasi Guru, Orang Tua, dan Siswa dengan Canva dan Nearpod Muhammad Arie Zulfan; Dien Nurmarina Malik Fadjar
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.594

Abstract

This study aims to evaluate the effectiveness of the use of Canva and Nearpod digital platforms in supporting the strengthening of students' character at the elementary school level. Character education is a fundamental aspect in the formation of students' personalities who have integrity, toughness, and adaptability to the development of the times. In the digital era, interactive learning media is an important means to instill character values in a more interesting and contextual way. The method used is Classroom Action Research (PTK) which is carried out in two cycles, with the research subjects consisting of teachers, class V students, and students' parents. The learning process is designed to blend character education content with the use of Canva as a creative visual medium, as well as Nearpod as an interactive presentation tool that allows students to be active through online quizzes, assignments, and reflections. The results of the study showed a marked increase in students' learning motivation, attitude of responsibility, discipline, cooperation in groups, and the ability to make decisions independently. Parental involvement in digital learning also supports the consistency of character strengthening at home. However, the study also noted several challenges, such as the limitations of technological devices, unstable internet networks, and variations in students' and parents' digital literacy abilities. Recommended solutions include intensive training for teachers in the use of digital media, improved support facilities in schools, as well as a collaborative approach between teachers and parents. Thus, the integrated use of Canva and Nearpod not only supports mastery of academic materials, but also significantly strengthens students' character values holistically. This study is expected to be a reference in the development of digital learning innovations oriented towards character education at the elementary level.
Penguatan Karakter melalui Media Digital: Kolaborasi Guru, Orang Tua, dan Siswa dengan Canva dan Nearpod Muhammad Arie Zulfan; Dien Nurmarina Malik Fadjar
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus: Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.594

Abstract

This study aims to evaluate the effectiveness of the use of Canva and Nearpod digital platforms in supporting the strengthening of students' character at the elementary school level. Character education is a fundamental aspect in the formation of students' personalities who have integrity, toughness, and adaptability to the development of the times. In the digital era, interactive learning media is an important means to instill character values in a more interesting and contextual way. The method used is Classroom Action Research (PTK) which is carried out in two cycles, with the research subjects consisting of teachers, class V students, and students' parents. The learning process is designed to blend character education content with the use of Canva as a creative visual medium, as well as Nearpod as an interactive presentation tool that allows students to be active through online quizzes, assignments, and reflections. The results of the study showed a marked increase in students' learning motivation, attitude of responsibility, discipline, cooperation in groups, and the ability to make decisions independently. Parental involvement in digital learning also supports the consistency of character strengthening at home. However, the study also noted several challenges, such as the limitations of technological devices, unstable internet networks, and variations in students' and parents' digital literacy abilities. Recommended solutions include intensive training for teachers in the use of digital media, improved support facilities in schools, as well as a collaborative approach between teachers and parents. Thus, the integrated use of Canva and Nearpod not only supports mastery of academic materials, but also significantly strengthens students' character values holistically. This study is expected to be a reference in the development of digital learning innovations oriented towards character education at the elementary level.
Penerapan Model Pembelajaran Mind Map untuk Meningkatkan Pemahaman Materi Peta Siswa Kelas V SD Naili Azkiya Sari; Reza Fandi Tyasari; Syailin Nichla Choirin Attalina
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.596

Abstract

. This Classroom Action Research aims to improve students' understanding of map material in social science lessons using the Mind Map learning model. The research was conducted at SD Negeri 1 Damarjati with fifth-grade students as the subjects. The research consisted of two cycles, each comprising planning, action, observation, and reflection stages. The methods used to collect data were tests, observations, interviews, and documentation. In the pre-cycle, students demonstrated a limited understanding of map material, as reflected in both their test scores and classroom participation. The findings revealed a notable increase in students' comprehension after the implementation of the Mind Map learning model. The average class score rose from 56.1 in the pre-cycle to 70.8 in Cycle I, and further increased to 84.5 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criteria (KKM) also improved significantly—from 30% in the pre-cycle to 56.6% in Cycle I, and then to 90% in Cycle II. The improvement was not only in academic achievement but also in learning enthusiasm, student engagement, and the ability to recall and connect concepts. The Mind Map learning model helped students better visualize the relationship between different elements of the subject matter, which enhanced both individual and group learning. Additionally, classroom observations indicated that students became more active in discussions and showed better collaboration with peers. These results indicate that the implementation of the Mind Map learning model not only enhances cognitive engagement and visual comprehension but also fosters students’ participation and collaborative learning environments. Thus, it can be concluded that the Mind Map learning model is an effective, student-centered method to improve understanding of map material in elementary schools.
Penerapan Model Pembelajaran Mind Map untuk Meningkatkan Pemahaman Materi Peta Siswa Kelas V SD Naili Azkiya Sari; Reza Fandi Tyasari; Syailin Nichla Choirin Attalina
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus: Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.596

Abstract

. This Classroom Action Research aims to improve students' understanding of map material in social science lessons using the Mind Map learning model. The research was conducted at SD Negeri 1 Damarjati with fifth-grade students as the subjects. The research consisted of two cycles, each comprising planning, action, observation, and reflection stages. The methods used to collect data were tests, observations, interviews, and documentation. In the pre-cycle, students demonstrated a limited understanding of map material, as reflected in both their test scores and classroom participation. The findings revealed a notable increase in students' comprehension after the implementation of the Mind Map learning model. The average class score rose from 56.1 in the pre-cycle to 70.8 in Cycle I, and further increased to 84.5 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criteria (KKM) also improved significantly—from 30% in the pre-cycle to 56.6% in Cycle I, and then to 90% in Cycle II. The improvement was not only in academic achievement but also in learning enthusiasm, student engagement, and the ability to recall and connect concepts. The Mind Map learning model helped students better visualize the relationship between different elements of the subject matter, which enhanced both individual and group learning. Additionally, classroom observations indicated that students became more active in discussions and showed better collaboration with peers. These results indicate that the implementation of the Mind Map learning model not only enhances cognitive engagement and visual comprehension but also fosters students’ participation and collaborative learning environments. Thus, it can be concluded that the Mind Map learning model is an effective, student-centered method to improve understanding of map material in elementary schools.
Pengaruh Media Sosial Tiktok terhadap Hasil Belajar Peserta Didik pada Mata Pelajaran Bahasa Indonesia Fase C di SDN 007 Teratak Air Hitam Anggi Mailinda Sari
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.613

Abstract

TikTok social media has become an integral part of students' daily lives, yet its use in the educational context remains a topic of debate. This study aims to determine the influence of TikTok usage on students' learning outcomes in the Indonesian language subject for Phase C at SDN 007 Teratak Air Hitam. A quantitative approach with a correlational method was employed. Data collection techniques included the distribution of questionnaires and documentation of learning outcomes. Statistical test results indicated no significant influence of TikTok usage on students' learning outcomes. The conclusion of this study is that students’ use of TikTok does not have a meaningful impact on their Indonesian language learning achievement, suggesting the need for control and guidance to ensure it does not disrupt the learning process.
Pengaruh Media Sosial Tiktok terhadap Hasil Belajar Peserta Didik pada Mata Pelajaran Bahasa Indonesia Fase C di SDN 007 Teratak Air Hitam Anggi Mailinda Sari
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus: Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.613

Abstract

TikTok social media has become an integral part of students' daily lives, yet its use in the educational context remains a topic of debate. This study aims to determine the influence of TikTok usage on students' learning outcomes in the Indonesian language subject for Phase C at SDN 007 Teratak Air Hitam. A quantitative approach with a correlational method was employed. Data collection techniques included the distribution of questionnaires and documentation of learning outcomes. Statistical test results indicated no significant influence of TikTok usage on students' learning outcomes. The conclusion of this study is that students’ use of TikTok does not have a meaningful impact on their Indonesian language learning achievement, suggesting the need for control and guidance to ensure it does not disrupt the learning process.
Pengaruh Stres Akademik dan Regulasi Diri terhadap Prokrastinasi Akademik di SMK Negeri 48 Jakarta Erika Dosista; Rr Sri Kartikowati; Ervina Maulida
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.592

Abstract

This study aims to examine the influence of academic stress and self-regulation on academic procrastination among students at SMK Negeri 48 Jakarta. Academic procrastination is a behavior commonly observed among vocational students who are required to balance both theoretical learning and practical skills development. The research employed a quantitative approach using a correlational survey method. A total of 289 students from tenth and eleventh grades, representing six vocational programs, were selected through proportional random sampling. Data were collected through structured questionnaires utilizing a Likert scale and analyzed using multiple linear regression with SPSS version 22. The findings of this study revealed that academic stress has a positive and significant effect on academic procrastination, with a regression coefficient of 0.224 and a t-value of 8.668 (p < 0.05). This indicates that higher levels of academic stress are associated with greater tendencies to procrastinate. In contrast, self-regulation was found to have a negative and significant effect on academic procrastination, with a regression coefficient of -0.351 and a t-value of 7.943 (p < 0.05), suggesting that students with stronger self-regulation skills are less likely to engage in procrastination. Furthermore, the simultaneous influence of academic stress and self-regulation on academic procrastination was significant, as evidenced by an F-value of 64.765 (p < 0.05). The coefficient of determination (R²) was 0.644, indicating that 64.4% of the variance in academic procrastination can be explained by the two independent variables. These results underscore the critical role of stress management and the development of self-regulation abilities in mitigating academic procrastination among vocational school students. Educational interventions focused on reducing stress levels and enhancing self-regulatory behaviors may serve as effective strategies to promote better academic outcomes and reduce counterproductive procrastination habits.
Peningkatan Keterampilan Berpikir Kritis pada Materi Pecahan Melalui Model Pembelajaran Problem Based Learning (PBL) Siswa Kelas 4 SD N 2 Tahunan Marsanda Dwi Khanifahi; Anisatuzzahra Anisatuzzahra; Syailin Nichla Choirin Attalina
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.599

Abstract

This study aims to improve the critical thinking skills of fourth-grade elementary school students in understanding the concept of fractions through the application of the Problem Based Learning (PBL) model. The background of this study focuses on students' still low abilities in: (1) analyzing mathematical problems; (2) planning solution strategies; (3) drawing logical conclusions when working on fraction problems. This study uses the Classroom Action Research (CAR) design model Kemmis & McTaggart which was implemented at SD Negeri 2 Tahunan during the even semester of the 2024/2025 academic year. The research subjects consisted of 23 fourth-grade students who were selected purposively based on the results of the initial diagnosis. Data collection techniques were carried out by triangulation through: (1) formative evaluation tests; (2) participatory observation sheets; (3) learning video documentation; and (4) field notes. Data were analyzed quantitatively and qualitatively with a comparative descriptive approach. The results showed that the application of the PBL model was proven to be effective in improving: (1) students' critical thinking skills on average from 39.13 (low category) to 92.61 (very good category); (2) classical completeness from 8.7% to 91.3%; and (3) learning activities became more meaningful. Statistical analysis of paired sample t-test showed a significant difference (t=19.09; p<0.05) between before and after treatment. Other important findings include: (1) an increase in students' questioning skills by 78%; (2) an increase in the ability to provide arguments by 82%; (3) an increase in problem-solving skills by 85%. In addition, there was an increase in the following aspects: (1) group cooperation; (2) self-confidence; and (3) active involvement in class discussions.
Persepsi Guru PJOK dan Guru Kelas terhadap Implementasi Pembelajaran Inklusif di Sekolah Dasar Negeri 2 Gobras Adrian Nurul Arifin; Hilda Nurhidayah; Fiani Septi Mutmainah; Alivia Nuruliva; Salma Maulida Iskandar; Sophie Novia Islami; Asti Rahmawati; Rahmat Permana
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.601

Abstract

Inclusive education plays a crucial role in achieving equal access and improving the quality of education for all students, including students with special needs. In the context of Physical Education, Sports, and Health (PJOK) learning, the implementation of inclusive education still faces significant challenges, both in terms of teaching strategies, teacher skills, and available supporting facilities and infrastructure. This study aims to describe the perceptions of PJOK teachers and classroom teachers regarding the implementation of inclusive learning for students with special needs in PJOK activities at the elementary school level. The method used in this study is a descriptive qualitative approach, with data collection techniques including semi-structured interviews and documentation. The research subjects consisted of PJOK teachers and classroom teachers who teach at SDN 2 Gobras. The results show that the teachers have a good understanding of the importance of creating a friendly, adaptive, and enjoyable learning environment for students with special needs. The teachers make adjustments in learning activities through modifying tools, implementing small group strategies, providing appropriate motivation, and close collaboration with homeroom teachers and parents. However, limitations in the training received and the support of existing facilities remain significant obstacles. The findings of this study provide important implications regarding the need for ongoing training and strengthened collaboration between teachers to support the creation of more effective and sustainable inclusive education. Therefore, this research is expected to make a positive contribution to the development of inclusive education in elementary schools and raise awareness of the importance of supporting students with special needs in the learning process.
Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Pemahaman Materi Tembang Macapat di Kelas IV Sekolah Dasar Tasya’ah Tasya’ah; Lailatul Azizah; Syailin Nichla Choirin Attalina
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.602

Abstract

This study aims to improve the understanding of macapat songs by applying the Jigsaw cooperative learning approach. Although macapat songs have high moral and intellectual values, students often dislike them because they are considered complex and irrelevant. This study used the McTaggart model consisting of two cycles, combined with the Classroom Action Research (CAR) method. Data were collected through various techniques, including observation, tests, interviews, and note-taking, and then analyzed qualitatively and quantitatively. The results showed that students' understanding of the meaning of macapat songs increased significantly when the Jigsaw model was applied. The learning completion rate increased from 56% to 100%, while the average student score also increased from 72.33 in the pre-cycle to 86.6 in the first cycle. These findings demonstrate the effectiveness of the Jigsaw approach in improving student understanding. In addition, this method also succeeded in encouraging active student participation, increasing their confidence in class discussions, and fostering respect for the rich local culture. Thus, teaching local Javanese language through the Jigsaw cooperative learning paradigm can be considered an interesting and effective alternative approach. This approach not only helps students understand the material better but also strengthens their social and cultural skills. This research provides an important contribution to the development of more innovative and relevant teaching methods in the context of regional language learning, and encourages teachers to implement strategies that can increase students' interest and understanding of the valuable and diverse local culture. Through the application of this method, it is hoped that students will gain a greater appreciation for their cultural heritage.

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