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Joyful Learning Journal
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 2775295X     DOI : https://doi.org/10.15294/jlj
Core Subject : Education,
Education
Joyful Learning Journal publishes research articles on the development of innovative and creative learning media, the effectiveness of a learning model, the comparison of a learning activity in elementary school, the relationship of a learning concept as well as conceptual studies on basic education.
Arjuna Subject : Umum - Umum
Articles 81 Documents
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PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK Eva Nur Hidayah; Aldina Eka Andirani
Joyful Learning Journal Vol. 14 No. 2 (2025): Joyful Learning Journal: Juni 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i2.64451

Abstract

Problem-Based Learning (PBL) merupakan salah satu model pembelajaran yang berorientasi pada peserta didik dan menekankan pada pemecahan masalah kontekstual untuk mengembangkan kemampuan berpikir kritis. Artikel ini bertujuan untuk menganalisis dan mensintesis temuan-temuan penelitian terkait efektivitas model PBL dalam meningkatkan kemmapuan berpikir kritis peserta didik pada berbagai jenjang Pendidikan. Metode yang digunakan adalah studi literatyr dengan menganalisis delapan jurnal nasional terbitan tahun 2024-2025 yang relevan dengan topik penelitian. Hasil kajian menunjukkan bahwa penerapan PBL secara konsisten memberikan pengaruh positif dan signiffikan terhadao peningkatan kemampuan berpikir kritis peserta didik, baik pada jenjang sekolah dasar, sekolah menengah pertama, maupun sekolah menengah atas dan sederajatnya. PBL terbukti mampu meningkatkan kemampuan analisis, evaluasi, sintesis, dan pemecahan masalah mealui pembelajaran yang menuntut keaktifan, kolaborasi, serta keterlibatan peserta didik secara langsung. Meskipun demikian, implementasi PBL juga menghadapi beberapa tantangan. Seperti kebutuhan waktu pembelajaran yang lebih Panjang dan tuntutan kompetensi guru yang memdai. Dengan demikian, dapat disimpulkan bahwa PBL merupakan model pembelajaran yang efektif untuk mengembangkan kemampuan berpikir kritis peserta didik apabila didukung oleh perencanaan dan pelaksanaan yang optimal.  
PENGARUH MEDIA PEMBELAJARAN DIGITAL TERHADAP KONSENTRASI BELAJAR Novi Setyasto; Nida Hilya Az-Zahra; Aldina Eka Andriani
Joyful Learning Journal Vol. 13 No. 1 (2024): Joyful Learning Journal: Maret 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v13i1.64453

Abstract

Perkembangan teknologi digital perlu dapat meningkatkan hasil kualitas pembelajaran. Konsentrasi belajar adalah faktor kognitif yang sangat penting dalam proses pembelajaran. Dengan konsentrasi yang baik memungkinkan individu untuk memahami, mengolah, dan menerima informasi dengan mudah. Individu yang memiliki konsentrasi belajar yang baik akan mencapai prestasi akademik yang baik. Metode penelitian ini menggunakan metode kualitatif deskriptif dengan metode studi literatur. Proses penelitian dengan pengumpulan sumber kepustakaan, termasuk sumber primer dan sekunder. Data dan referensi yang diperoleh disajikan dalam bentuk temuan penelitian. Hasil penelitian menunjukkan bahwa kemajuan teknologi digital dapat mempengaruhi konsentrasi belajar dan hasil belajar peserta didik. Media pembelajarandigital seperti e-book, email, powerpoint, video pembelajaran, serta kemudahan akses informasi lainnya dapat meningkatkan kualitas belajar,meningkatkan kreativitas dan inovasi bagi guru maupun peserta didik. Namun konsentrasi belajar akan terganggu apabila penggunaan media pembelajaran digital tidak digunakan dengan bijak.
KURANGNYA PENGEMBANGAN SOFT SKILLS PADA SISWA DALAM IMPLEMENTASI KURIKULUM MERDEKA Akhmad Junaedi; Felyza Prabandari
Joyful Learning Journal Vol. 13 No. 1 (2024): Joyful Learning Journal: Maret 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i1.64454

Abstract

Penelitian ini bertujuan untuk mengkaji kurangnya pengembangan soft skills siswa dalam implementasi Kurikulum Merdeka di satuan pendidikan. Soft skills merupakan kompetensi non-kognitif yang mencakup kemampuan komunikasi, kolaborasi, berpikir kritis, kreativitas, empati, dan kemandirian yang sangat dibutuhkan dalam pembelajaran abad ke-21. Metode penelitian yang digunakan adalah studi literatur dengan menganalisis sejumlah jurnal nasional yang membahas implementasi Kurikulum Merdeka dan pengembangan soft skills siswa. Data dikaji secara deskriptif dan tematik untuk mengidentifikasi pola permasalahan, faktor penyebab, serta temuan utama terkait pengembangan soft skills dalam praktik pembelajaran. Hasil kajian menunjukkan bahwa Kurikulum Merdeka memiliki potensi besar dalam mengembangkan soft skills melalui pembelajaran berpusat pada siswa, pembelajaran berbasis proyek, dan penguatan karakter. Namun, implementasinya di lapangan belum optimal karena guru masih berfokus pada aspek kognitif, kurangnya perencanaan pembelajaran yang secara khusus menargetkan soft skills, keterbatasan pemahaman tentang asesmen non-kognitif, serta minimnya pelatihan dan pendampingan guru. Simpulan dari penelitian ini menunjukkan bahwa pengembangan soft skills siswa dalam Kurikulum Merdeka memerlukan penguatan kompetensi guru, dukungan kebijakan sekolah, serta perencanaan pembelajaran yang terintegrasi agar tujuan kurikulum dapat tercapai secara optimal.
PENGARUH PENGGUNAAN METODE DISKUSI TERHADAP HASIL BELAJAR SISWA SD Rina Nuraeni; Ineng Putri Inayatun
Joyful Learning Journal Vol. 14 No. 1 (2025): Joyful Learning Journal: Maret 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i3.64455

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan metode diskusi terhadap hasil belajar siswa sekolah dasar. Penelitian ini menggunakan metode studi pustaka dengan menelaah berbagai jurnal ilmiah yang relevan mengenai penerapan metode diskusi dalam pembelajaran di sekolah dasar. Data penelitian diperoleh melalui pengumpulan hasil-hasil penelitian terdahulu yang membahas penggunaan metode diskusi pada berbagai mata pelajaran di sekolah dasar. Analisis data dilakukan dengan cara mengkaji, membandingkan, dan mensintesis temuan-temuan penelitian terkait keaktifan belajar dan hasil belajar siswa yang diperoleh melalui penerapan metode diskusi. Hasil kajian menunjukkan bahwa metode diskusi memberikan pengaruh positif terhadap hasil belajar siswa sekolah dasar. Penerapan metode ini mampu meningkatkan keaktifan siswa dalam proses pembelajaran, memperdalam pemahaman materi, serta mengembangkan kemampuan berpikir kritis dan keterampilan berkomunikasi siswa. Selain itu, metode diskusi menciptakan suasana belajar yang lebih interaktif dan kolaboratif sehingga siswa lebih termotivasi untuk mengikuti pembelajaran. Siswa juga memiliki kesempatan untuk mengemukakan pendapat, bertukar ide, serta bekerja sama dalam menyelesaikan permasalahan yang diberikan. Berbagai temuan dalam jurnal yang dikaji menunjukkan adanya peningkatan hasil belajar siswa setelah diterapkannya metode diskusi dibandingkan dengan pembelajaran yang berpusat pada guru. Simpulan dari penelitian ini menunjukkan bahwa metode diskusi merupakan metode pembelajaran yang efektif dan relevan untuk diterapkan di sekolah dasar karena mampu meningkatkan hasil belajar siswa secara optimal serta mendukung pembelajaran yang berorientasi pada keaktifan dan partisipasi siswa.
EFEKTIVITAS PROGRAM LITERASI TERHADAP PENINGKATAN MOTIVASI BELAJAR SISWA SEKOLAH DASAR Sri Sulistyorini; Hanifa Mutia Mastuti; Aldina Eka Andirani
Joyful Learning Journal Vol. 14 No. 1 (2025): Joyful Learning Journal: Maret 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i1.64459

Abstract

Rendahnya indeks minat baca di Indonesia yang hanya menyentuh angka 0,001 menurut data UNESCO menjadi tantangan krusial bagi dunia pendidikan dasar karena berkolerasi langsung dengan penurunan motivasi serta hasil belajar kognitif siswa. Masalah sistematis ini sering kali dipicu oleh faktor latar belakang keluarga, seperti kondisi broken home, yang berdampak signifikan pada rendahnya kemampuan literasi baca-tulis dan semangat belajar anak di sekolah. Penelitian ini bertujuan untuk mengevaluasi efektivitas berbagai implementasi program literasi dalam meningkatkan motivasi dan capaian akademik siswa di jenjang Sekolah Dasar. Metode yang digunakan dalam kajian ini adalah studi pustaka (literature review) terhadap sepuluh artikel ilmiah relevan pada periode 2021-2025. Hasil analisis menunjukkan bahwa berbagai program intervensi seperti Gerakan Literasi Sekolah (GLS), pembiasaan membaca harian selama 15 menit, hingga penggunaan media inovatif seperti board game, memberikan dampak positif yang nyata. Sebagai gambaran kuantitatif, program literasi harian mampu meningkatkan rata-rata nilai Bahasa Indonesia dari skor 55 menjadi 82,6 serta meningkatkan jumlah siswa yang mencapai KKM dari angka 18% hingga mencapai 90,6%. Selain itu, aktivitas interaktif seperti kuis merdeka dan kelas literasi terbukti efektif membangkitkan keterlibatan kognitif siswa secara mendalam. Simpulan dari penelitian ini menegaskan bahwa keberhasilan literasi sangat bergantung pada komitmen sekolah sebagai desainer pembelajaran, ketersediaan fasilitas perpustakaan yang memadai, serta dukungan penuh orang tua sebagai motivator di rumah. Sinergi antara komponen-komponen tersebut menjadi fondasi utama dalam memastikan pembelajaran yang adil, adaptif, dan berorientasi pada kebutuhan individual siswa guna menciptakan budaya literasi berkelanjutan secara menyeluruh bagi generasi mendatang.
STRATEGI MEMBANGUN LINGKUNGANSEKOLAH YANG INKLUSIF Yuli Utanto; Erlika Nursetya Ardiani
Joyful Learning Journal Vol. 13 No. 4 (2024): Joyful Learning Journal: Desember 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v13i4.64464

Abstract

Inclusive education is an educational approach that guarantees the right of every student to receive equal educational services without discrimination, including for children with special needs. Schools, as learning environments, play astrategic role in building an inclusive culture that values the diversity of abilities, backgrounds, and characteristics of students. This study aims to analyze strategies for building an inclusive school environment, particularly in elementaryschools, from the perspective of policy, school management, educator competency, infrastructure support, and community participation. The research method used was a literature review with a qualitative descriptive approach. Data werecollected through a review of various national and international journal articles relevant to the topic of inclusive education, inclusive education policies, and inclusive school implementation practices. Data analysis was conducted byreviewing, comparing, and synthesizing previous research findings to obtain a comprehensive picture of effective strategies for building an inclusive school environment. The study results indicate that strategies for building an inclusive school environment encompass several key aspects. First, a commitment to school policies that align with national regulations on inclusive education. Second, the implementation of adaptive school management through inclusive program planning, resource organization, flexible learning implementation, and ongoing evaluation. Third, improving teacher competency in understanding the diverse needs of students, including the ability to design friendly and accommodating learning. Fourth, providing accessible facilities and infrastructure for all students. Fifth, active involvement of parents and the community in creating a school culture that embraces differences. In conclusion, developing an inclusive school environment cannot be done in isolation but requires synergy between policies, school management, educators, facilities, and social support. The implementation of a comprehensive and sustainable strategy is expected to create a school that is friendly, equitable, and able to optimize the potential of all students.
PROBLEMATIKA KEPADATAN RUANG KELAS DI SEKOLAH DASAR: DAMPAK DAN STRATEGI PENANGANAN Diana Diana; Aziz Eka Raharjo
Joyful Learning Journal Vol. 13 No. 1 (2024): Joyful Learning Journal: Maret 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i4.64465

Abstract

Classroom overcrowding has become a crucial problem faced by elementary schools in various countries, including Indonesia. Classroom conditions that exceed ideal capacity significantly impact the quality of learning processes, teacher teaching effectiveness, and student academic achievement. This article aims to analyze the problems of classroom overcrowding in elementary schools through a systematic literature review. The method used is a literature review of 30 national and international journal articles published between 2020-2025. Article searches were conducted through Google Scholar, ERIC, and Portal Garuda with keywords "classroom overcrowding", "kepadatan kelas", "elementary school", "sekolah dasar", "class size", and "ruang belajar". Inclusion criteria encompassed articles published in accredited journals, discussing elementary school contexts, and using valid research methods. The review findings reveal three main problem categories: pedagogical barriers in implementing active learning strategies and differentiation, limitations in quality teacher-student interactions due to high teacher-student ratios, and negative impacts on psychological well-being manifested as teacher stress and decreased student learning concentration. Causal factors include student population growth disproportionate to infrastructure expansion, inequitable distribution of educational facilities between urban-rural areas, and limited budgets for new classroom construction. This review recommends implementing differentiated instruction adapted for crowded classroom contexts, optimizing classroom arrangement and management through flexible design, evidence-based educational infrastructure distribution policies using demographic data, and strengthening teacher capacity in classroom management for large classes.
PEMBELAJARAN BERDIFERENSIASI DI SEKOLAH DASAR SEBAGAI STRATEGI ADAPTIF DALAM MENGELOLA KEBERAGAMAN PESERTA DIDIK Haryono Haryono; Amaliya Rusmawati
Joyful Learning Journal Vol. 13 No. 4 (2024): Joyful Learning Journal: Desember 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v13i4.64466

Abstract

The diversity of student characteristics in the classroom presents a tangible challenge in the teaching and learning process, particularly at the elementary school level. Students exhibit variations in learning readiness, interests, learning styles, and academic abilities. This situation compels teachers to employ teaching methods that address diverse learning needs, ensuring that all students can achieve optimal learning outcomes. This article aims to systematically examine the concepts, forms, benefits, and obstacles associated with differentiated instruction in the classroom, based on a review of academic literature. A literature review method was employed, utilizing a qualitative descriptive approach to analyze national and international journal articles relevant to the theme of differentiated instruction, specifically within the elementary school context. The literature was analyzed by classifying research findings according to key themes: differentiation of content, process, product, and learning environment. Research findings indicate that differentiated instruction is effective in enhancing student learning outcomes, motivation, participation, and independence. Furthermore, it helps create a more inclusive and student-centered learning environment. This strategy enables teachers to tailor learning materials, methods, and products to meet students' specific needs and potential. However, the implementation of differentiated instruction still faces various challenges, such as a lack of teacher competence, limited planning time, and the complexities of managing a diverse classroom. Consequently, support is required to enhance teacher competence, provide necessary resources, and develop sustainable instructional systems. The study concludes that differentiated instruction is a relevant and vital strategy for the classroom; however, its successful implementation requires consistent commitment and support.
PEMANFAATAN MEDIA PEMBELAJARAN DALAM MENINGKATKAN EFEKTIVITAS BELAJAR SISWA SEKOLAH DASAR Edy Purwanto; Annisa Shofiana Latifah
Joyful Learning Journal Vol. 14 No. 2 (2025): Joyful Learning Journal: Juni 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i4.64468

Abstract

The use of instructional media is a strategy for enhancing learning effectiveness among elementary school students. Instructional media serve as tools that assist teachers in delivering lesson content in a concrete and engaging manner that is comprehensible to all students. Given that elementary school students are typically in the concrete operational stage of development, teachers are required to develop media that provide meaningful, active, and enjoyable learning experiences. In practice, however, some elementary school instruction remains teacher-centered; consequently, instructional media are not always utilized optimally or effectively. Ineffective use can lead to student boredom, resulting in diminished learning motivation, reduced active participation, and poorer academic outcomes. This study aims to examine the role and impact of instructional media on the learning effectiveness of elementary school students. A literature review methodology was employed, analyzing relevant scientific articles and national journals concerning the use of instructional media and student learning effectiveness. Instructional media have been shown to improve conceptual understanding—particularly regarding abstract topics—and to boost student motivation, active participation, and engagement in the learning process. These positive impacts lead to improved learning outcomes across cognitive, affective, and psychomotor domains. However, the effectiveness of instructional media depends heavily on the teacher's ability to select and integrate these tools into lessons, as well as on the availability of school facilities and infrastructure. Therefore, teachers must be capable of developing and utilizing instructional media to enhance the quality of learning.
ANALISIS PERMASALAHAN KEMANDIRIAN BELAJAR SISWA DI SEKOLAH DASAR BERDASARKAN KAJIAN LITERATUR Fakhruddin Fakhruddin; Berliana Puspa Arum
Joyful Learning Journal Vol. 14 No. 1 (2025): Joyful Learning Journal: Maret 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i1.64469

Abstract

This study aims to describe issues regarding student learning autonomy in schools and to analyze the factors contributing to students' limited ability to manage their learning processes independently. Learning autonomy is a crucial aspect of modern education, requiring students to take initiative, assume responsibility, and manage their learning without excessive reliance on teachers. The study employs a literature review method, gathering, examining, and synthesizing relevant scholarly sources concerning the characteristics of learning autonomy and school learning conditions. The findings indicate that low learning autonomy is manifested in a lack of intrinsic motivation, poor time management and study planning skills, and a heavy reliance on teacher instructions for task completion. Furthermore, school environments that remain oriented toward one-way instruction and family environments that offer insufficient academic support exacerbate the situation. Uncontrolled use of digital technology also poses a barrier, as it is utilized more for entertainment than for supporting the learning process. Based on these findings, the study concludes that issues regarding learning autonomy stem from an interplay between internal and external factors. Consequently, enhancing learning autonomy requires an integrated approach involving the implementation of instructional strategies that foster independent activity, an expanded role for teachers as mentors, and family involvement in cultivating planned and responsible study habits.

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