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Jurnal Pendidikan: Media, Strategi, dan Metode
Published by Yayasan Pustaka Karya Mandiri
ISSN : -     EISSN : 30906019     DOI : https://doi.org/10.0905/vol1iss1pp1-29
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Jurnal Pendidikan: Media, Strategi, dan Metode adalah platform akademis yang memfokuskan pada penelitian dan pengembangan dalam bidang pendidikan, khususnya dalam penggunaan media, strategi pembelajaran, dan metode pengajaran yang inovatif. Jurnal ini bertujuan untuk mempublikasikan artikel-artikel ilmiah yang memberikan wawasan mendalam tentang penggunaan teknologi pendidikan, strategi efektif dalam pembelajaran, serta pengembangan metode baru dalam proses pendidikan. Dengan fokus ini, jurnal ini menjadi wadah bagi para akademisi, pendidik, dan peneliti untuk berbagi pengetahuan, pengalaman, dan temuan terbaru dalam upaya meningkatkan kualitas pendidikan di berbagai tingkatan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
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Search results for , issue "volume 02 no 03 december 2025" : 10 Documents clear
Enhancing Students’ Mathematical Critical Thinking through Problem-Based Learning Assisted by MATLAB: A Classroom Action Research Study Fanni Orlide Malau; Sondang Noverica; Anna Mariani
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Abstract

Mathematical critical thinking is an essential competence that enables students to analyze problems, evaluate solution strategies, construct logical arguments, and make reasoned conclusions. However, students often experience difficulty in understanding abstract mathematical concepts when learning is dominated by procedural explanation and limited visual representation. This study aims to improve students’ mathematical critical thinking and learning outcomes through the implementation of Problem-Based Learning assisted by MATLAB. This classroom action research was conducted in Class VIII-B of SMP Negeri 2 Sidikalang, involving 30 students. The study was implemented in two cycles, and each cycle consisted of planning, action, observation, and reflection. Data were collected through learning outcome tests, observation of student activities, student response questionnaires, teacher interviews, and documentation. The findings show progressive improvement in students’ learning mastery and classroom engagement. In the initial condition, only 12 students, or 40%, achieved the Minimum Mastery Criteria, with a class mean score of 69.6. After Cycle I, the number increased to 18 students, or 60%, with a mean score of 75.2. After Cycle II, 27 students, or 90%, achieved mastery, with a mean score of 82.5. Observation also indicated that students became more active in analyzing problems, discussing solution strategies, using MATLAB for mathematical exploration, and presenting their reasoning. The study concludes that PBL assisted by MATLAB can support a more active, visual, collaborative, and problem-oriented mathematics learning environment.
Experiment-Based Learning in Elementary Science: A Descriptive Study of Fourth-Grade Students’ Learning Outcomes at SD 032 Matiti I Grace Rawaty Manalu; Medianti Simanjuntak
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
Publisher : Pustaka Karya Mandiri

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Science learning in elementary school should provide students with direct learning experiences that enable them to observe, investigate, discuss, and construct understanding from real phenomena. However, science instruction is still often dominated by teacher-centered explanation, which may limit students’ participation and conceptual understanding. This study aims to analyze fourth-grade students’ learning outcomes in science after the implementation of experiment-based learning at SD 032 Matiti I. This study employed a descriptive qualitative design supported by descriptive analysis of student score documentation. The participants were 34 fourth-grade students and one classroom teacher. Data were collected through classroom observation, semi-structured interviews, documentation, and analysis of students’ learning scores. The findings show that experiment-based learning supported students’ conceptual understanding, participation, curiosity, and enthusiasm during science learning. The average student score reached 79.35, which was categorized as high based on the learning outcome classification used in the study. Observation also showed that students were actively involved in visual, oral, mental, and emotional learning activities during the experiment-based lesson. Supporting factors included students’ preference for concrete activities, the flexibility of the Merdeka Curriculum, and teacher creativity in using simple materials from the surrounding environment. The main obstacles were limited science facilities, large class size, and differences in students’ levels of understanding. This study concludes that experiment-based learning is a relevant instructional method for improving the quality of elementary science learning, especially in schools with limited resources.
Learning Pressure and Students’ Academic Achievement a Quanitative Study of Fifth-Grade Students’ at SDN 064025 Elisabeth Rose Galingging; Novia Br Manik; Medianti simanjuntak
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
Publisher : Pustaka Karya Mandiri

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Abstract

Learning pressure is one of the psychological factors that may influence students’ concentration, motivation, emotional condition, and academic achievement. At the elementary school level, students may experience learning pressure from school assignments, examinations, parental expectations, teacher demands, peer competition, and fear of failure. This study aims to examine the influence of learning pressure on students’ academic achievement among fifth-grade students at SDN 064025 in the 2023/2024 academic year. This study employed a quantitative approach. The participants were 22 fifth-grade students. Data were collected using a learning pressure questionnaire and an academic achievement test. The instruments were tested through item validity and reliability analysis. The learning pressure questionnaire initially consisted of 10 items, with 6 valid items and 4 invalid items based on the validity test. The academic achievement test consisted of 20 items, with 12 valid items and 8 invalid items. The reliability test showed that the learning pressure questionnaire had a Cronbach’s alpha of 0.570, while the academic achievement test had a Cronbach’s alpha of 0.788. The normality test using the Kolmogorov-Smirnov test showed a significance value of 0.200, indicating that the residual data were normally distributed. The regression result showed that learning pressure had a negative but statistically non-significant effect on students’ achievement, with B = -0.284, t = -0.300, and p = 0.767. This finding indicates that learning pressure was not a significant predictor of students’ academic achievement in this sample. The study concludes that although excessive learning pressure may theoretically interfere with students’ learning, the data in this study did not provide sufficient statistical evidence to prove a significant effect.
Students’ Meaning-Making of Group Dynamics in Cooperative Learning: A Qualitative Study in Higher Education Rosmeika Sitompul; Fiber Yun Almanda Ginting Ginting; Maria Sihotang
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
Publisher : Pustaka Karya Mandiri

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Cooperative Learning is widely used in higher education to promote academic engagement, communication, responsibility, teamwork, and social competence. However, the success of Cooperative Learning does not depend only on task completion, but also on how students experience, interpret, and negotiate group dynamics during the learning process. This study aims to explore students’ meaning-making of group dynamics in learning through the Cooperative Learning method among first-year students of the Primary School Teacher Education Program at Universitas Katolik Santo Thomas Medan. This study employed a descriptive qualitative design. Data were collected through observation, semi-structured interviews, documentation, and Focus Group Discussion. The data were analyzed using an interactive qualitative analysis model involving data reduction, data display, conclusion drawing, and verification. The findings show that students interpreted group dynamics as a social learning process involving group formation, role distribution, communication, participation, conflict management, and shared responsibility. Students viewed group work as a space for developing confidence, empathy, tolerance, leadership, and communication skills. However, unequal participation, differences in working styles, limited commitment, and passive group members became major challenges. The findings also indicate that lecturer facilitation, clear group goals, open communication, peer support, and mutual trust supported positive group dynamics. This study concludes that Cooperative Learning provides meaningful academic and character-building experiences when group interaction is intentionally structured, monitored, and continuously reflected upon.
Teachers’ Roles in Implementing the Merdeka Curriculum for Students’ Character Formation: A Qualitative Study at an Elementary School in Medan Rima Purba; Destin Trimartin Ndraha; Maria Sihotang
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Abstract

The Merdeka Curriculum emphasizes flexible, student-centered, contextual, and character-oriented learning. In elementary education, the success of this curriculum is strongly influenced by teachers’ ability to design meaningful learning, guide students’ behavior, integrate Pancasila values, and adapt learning strategies to students’ needs. This study aims to describe teachers’ roles in implementing the Merdeka Curriculum for students’ character formation at SD Negeri 065013 Medan. This study employed a descriptive qualitative design. Data were collected through observation and interviews with five teachers, supported by classroom observation involving Grade IV students. The data were analyzed thematically through data reduction, categorization, interpretation, and conclusion drawing. The findings show that teachers played several important roles in the implementation of the Merdeka Curriculum, namely as curriculum interpreters, learning facilitators, character models, learning designers, and student development guides. Teachers attempted to strengthen students’ discipline, responsibility, creativity, communication, collaboration, and respect through differentiated learning, classroom habituation, group work, worship routines, and Pancasila Student Profile-based activities. However, several challenges were found, including limited teacher readiness, low digital literacy, limited learning facilities, administrative workload, parental misunderstanding, and students’ difficulty in adapting to independent learning. The study concludes that the teacher’s role remains central in transforming the flexibility of the Merdeka Curriculum into meaningful classroom practice and character development.
Teacher Strategies for Developing Fourth-Grade Students’ Critical Thinking Skills at SD Negeri 154511 Suga Suga Jemrianti Habeahan; Olga Ananta Tarigan; Anna Mariani
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
Publisher : Pustaka Karya Mandiri

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Abstract

Critical thinking is an essential skill that enables elementary students to ask questions, analyze information, evaluate arguments, solve problems, and make reasoned decisions. However, critical thinking does not develop automatically; it requires deliberate instructional strategies, active learning opportunities, and teacher scaffolding. This study aims to describe teacher strategies for developing fourth-grade students’ critical thinking skills at SD Negeri 154511 Suga Suga in the 2023/2024 academic year. This study employed a descriptive qualitative design. Data were collected through classroom observation and semi-structured interviews with two teachers and two students. The data were analyzed through data reduction, data display, thematic interpretation, and conclusion drawing. The findings show that students’ critical thinking skills were still developing and were limited by several classroom conditions, including teacher-centered instruction, textbook-based explanation, limited student questioning, low confidence, and unequal student participation. Teachers attempted to support critical thinking through group discussion, open-ended questions, problem-solving tasks, project activities, quizzes, practical activities, feedback, and differentiated guidance. However, these strategies were not yet implemented consistently. The study concludes that teacher strategies for developing critical thinking need to be strengthened through more systematic questioning, student-centered learning, differentiated instruction, reflective discussion, and continuous feedback. The findings imply that elementary teachers should intentionally design learning activities that train students to ask, reason, explain, evaluate, and communicate ideas.
Teachers’ Experiences of the Curriculum Transition from the 2013 Curriculum to the Merdeka Curriculum in Elementary Learning at SD Agia Sophia Medan Ria Duma Situmeang; Enzelina Tambunan; Evi Sitorus; Medianti Simanjuntak
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Abstract

Curriculum transition is an important educational process because it influences teachers’ instructional planning, classroom practices, assessment strategies, learning media, and students’ learning experiences. In Indonesia, the transition from the 2013 Curriculum to the Merdeka Curriculum requires teachers to adapt to more flexible, student-centered, project-based, and competency-oriented learning. This study aims to describe teachers’ experiences in implementing learning during the transition from the 2013 Curriculum to the Merdeka Curriculum at SD Agia Sophia Medan. This study employed a descriptive qualitative design. Data were collected through direct classroom observation and semi-structured interviews with five elementary school teachers. The data were analyzed thematically through data reduction, data display, interpretation, and conclusion drawing. The findings show that teachers experienced both opportunities and challenges during the curriculum transition. The opportunities included greater student creativity, more active participation, project-based learning experiences, and stronger student independence. However, teachers also faced several challenges, including the need to prepare new teaching media, limited learning resources, limited infrastructure, students’ low learning independence, unequal student understanding, and the need to adapt from familiar 2013 Curriculum routines. The study also found that four of the five teachers preferred the Merdeka Curriculum, while one teacher preferred the 2013 Curriculum because of familiarity and the availability of teaching materials. This study concludes that the success of curriculum transition depends strongly on teacher readiness, school support, learning media availability, professional adaptation, and continuous mentoring.
Non-Conducive Classroom Environments and Students’ Learning-Related Traumatic Responses: A Qualitative Study among Grade VIII Students Sofiya Barus; Suzette Hating; Sifra Manalu; Asta Sembiring; Yannece Sihombing; Maria Sihotang
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Abstract

A classroom environment is not only a physical space for instruction but also a psychological and social setting that shapes students’ learning experiences. When the classroom is noisy, crowded, poorly ventilated, emotionally unsafe, or marked by negative teacher and peer interaction, students may experience anxiety, avoidance, low motivation, and learning-related traumatic responses. This study aims to analyze how a non-conducive classroom environment contributes to students’ learning-related traumatic responses among Grade VIII students. This study employed a descriptive qualitative design. Data were collected through classroom observation, in-depth interview, and field notes. The findings show that students perceived the classroom as non-conducive when it was noisy, physically uncomfortable, poorly ventilated, poorly organized, and insufficiently managed by the teacher. Students also reported emotional pressure caused by authoritarian teacher behavior, repeated peer ridicule, lack of emotional support, and limited student voice in classroom decision-making. These conditions were associated with fear of participation, reluctance to ask questions, anxiety before certain lessons, physical complaints such as headache or stomach discomfort, withdrawal from peer interaction, declining motivation, and reduced academic engagement. The study concludes that learning-related traumatic responses are shaped by the interaction of physical, social, and emotional classroom factors. Therefore, schools should develop safer, more supportive, and trauma-informed classroom environments through positive teacher-student relationships, anti-bullying prevention, better classroom management, student counseling, and improvement of physical classroom conditions.
Teams Games Tournament Cooperative Learning and Elementary Students’ Indonesian Language Learning Outcomes: A One-Group Pretest-Posttest Study in Kandibata Village Chindi Clodia Br. Tarigan; Agnes Salsalina Br. Sembiring; Irmatansy Alodya Sitorus; Meikardo Samuel Prayuda
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Indonesian language learning in elementary school should develop students’ ability to listen, speak, read, write, understand texts, and communicate ideas meaningfully. However, teacher-centered instruction may reduce students’ motivation, participation, and understanding, especially when learning activities are dominated by explanation, reading, and memorization. This study aims to examine the improvement of elementary students’ Indonesian language learning outcomes after the implementation of the Teams Games Tournament cooperative learning model. This study employed a quantitative pre-experimental design using a one-group pretest-posttest model. The participants were 10 elementary students in Kandibata Village. The learning material focused on fictional stories in Indonesian language learning. Data were collected through pretest and posttest scores and were analyzed using descriptive statistics and paired-sample t-test. The findings show that students’ learning outcomes increased after the implementation of the Teams Games Tournament model. The mean pretest score was 57.5, while the mean posttest score increased to 86.7. The average gain was 29.2 points. The paired-sample t-test showed a significant difference between pretest and posttest scores, with t = 11.710 and p < .001. These findings indicate that Teams Games Tournament cooperative learning was associated with a substantial improvement in students’ Indonesian language learning outcomes. The study concludes that TGT can create a more active, enjoyable, competitive, and collaborative learning atmosphere, although future studies should use larger samples and control groups to strengthen causal claims.
An Analysis of Students’ Difficulties in Learning Mathematics on the Topic of Least Common Multiple (LCM) in Class A/1, Cohort 2023 Ayu Winda Rajagukguk; Fiber Yun Almanda Ginting; Anna Mariani
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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This study aims to analyze students’ learning difficulties in mastering the topic of Least Common Multiple (LCM) in Mathematics course in Class A/1, Cohort 2023. This research employs a qualitative descriptive method. Data were collected through tests, interviews, and documentation involving students who experienced difficulties in understanding LCM material. The results show that students face difficulties in understanding the basic concept of LCM, selecting and applying solution methods, performing calculations, and solving word problems. The causes of learning difficulties are internal factors such as lack of prerequisite knowledge, mathematics anxiety, and low self-confidence, as well as external factors such as monotonous teaching methods, lack of instructional media, and limited independent practice. The strategies to overcome these difficulties include the use of concrete and visual learning media, step-by-step exercises, collaborative learning, contextual learning, and direct feedback from lecturers. The findings of this study are expected to contribute to improving the quality of mathematics learning in higher education.

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