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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 05 april 2026" : 10 Documents clear
Project-Based Learning for Improving Fourth-Grade Students’ Creative Thinking at SDN 060971 Dyan Wulan Sari HS; Eka Kartika Silalahi
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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Abstract

Creative thinking is an important competence in elementary education because students need to generate ideas, use different strategies, create original responses, and elaborate their thinking in solving learning problems. In Natural and Social Sciences, creative thinking is particularly relevant because students are expected to observe phenomena, ask questions, design simple solutions, and connect scientific and social knowledge with daily life. This study investigated the improvement of fourth-grade students’ creative thinking skills through Project-Based Learning in Natural and Social Sciences at SDN 060971. The study employed a one-group pretest-posttest design involving 30 fourth-grade students. The main variable was students’ creative thinking skills, measured through four indicators: fluency, flexibility, originality, and elaboration. The score scale ranged from 0 to 100. Data were analyzed using descriptive statistics, N-Gain analysis, category distribution, and paired-sample t-test. The findings showed that students’ creative thinking skills improved from a pretest mean of 52.70 to a posttest mean of 77.25, with a mean gain of 24.55 points. The mean N-Gain was 0.52, which was categorized as moderate. The paired-sample t-test showed a statistically significant improvement, t(29) = 61.94, p < .001. Before the treatment, 24 students were categorized as less creative and 6 students were categorized as moderately creative. After the treatment, 29 students reached the creative category and only 1 student remained in the moderately creative category. Based on the indicator analysis, the highest improvement appeared in originality and flexibility, while fluency and elaboration also improved at a moderate level. The study concludes that Project-Based Learning can improve fourth-grade students’ creative thinking skills in Natural and Social Sciences, especially when students are guided to explore problems, design products, collaborate, present ideas, and reflect on their learning process.
Social Judgment as a Predictor of EFL Speaking Confidence at SMA Santa Maria Medan Meikardo Samuel Prayuda
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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Abstract

Speaking confidence is an important affective factor in English as a Foreign Language (EFL) learning because students need confidence to answer questions, participate in group discussions, deliver presentations, and continue speaking even when they make mistakes. However, many EFL students experience social judgment in the classroom, including fear of negative evaluation, peer ridicule, classroom comparison, sensitivity to teacher correction, and self-consciousness. This study investigated the predictive effect of social judgment on EFL students’ speaking confidence at SMA Katolik Santa Maria Medan. The study employed a quantitative correlational design with simple linear regression. The participants were 36 senior high school students who learned English as a foreign language. Data were collected using two Likert-scale questionnaires: a Social Judgment Scale and a Speaking Confidence Scale, with scores ranging from 20 to 100. The data were analyzed using descriptive statistics, Pearson product-moment correlation, and simple linear regression. The findings showed that students’ social judgment was at a moderate-to-high level, with a mean score of 66.74 and a standard deviation of 8.34. Students’ speaking confidence was also at a moderate-to-high level, with a mean score of 72.33 and a standard deviation of 8.43. The Pearson correlation showed a strong negative relationship between social judgment and speaking confidence, r = -.801, p < .001. The regression analysis showed that social judgment significantly predicted speaking confidence, B = -0.81, t = -7.79, p < .001. The coefficient of determination showed that social judgment explained 64.1% of the variance in students’ speaking confidence. These findings indicate that students who experienced higher social judgment tended to have lower confidence in speaking English. The study concludes that reducing fear of negative evaluation, peer ridicule, classroom comparison, and excessive sensitivity to correction is important for strengthening students’ speaking confidence in EFL classrooms.
Self-Efficacy as a Predictor of EFL Speaking Ability at SMP Katolik Trisakti 2 Fiber Yun Almanda Ginting
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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Abstract

Self-efficacy is an important affective factor in English as a Foreign Language learning because students’ belief in their own ability may influence their willingness, persistence, confidence, and performance in speaking tasks. Students who believe that they can complete speaking activities are more likely to participate actively, control anxiety, use vocabulary confidently, and continue communicating despite difficulties. This study investigated self-efficacy as a predictor of junior high school EFL students’ speaking ability at SMP Katolik Trisakti 2. The study employed a quantitative correlational design with simple linear regression. The participants were 35 junior high school students. The independent variable was self-efficacy, while the dependent variable was speaking ability. Self-efficacy was measured using a Likert-scale questionnaire, while speaking ability was measured using an oral performance test. Both variables were scored on a scale of 0 to 100. The data were analyzed using descriptive statistics, category distribution, Pearson product-moment correlation, and simple linear regression. The findings showed that students’ self-efficacy was at a moderate-to-high level, with a mean score of 68.07 and a standard deviation of 8.70. Students’ speaking ability was categorized as good, with a mean score of 70.56 and a standard deviation of 8.75. Pearson correlation analysis showed a very strong positive and statistically significant relationship between self-efficacy and speaking ability, r = .998, p < .001. The regression analysis showed that self-efficacy significantly predicted speaking ability, B = 1.00, t = 83.71, p < .001. The coefficient of determination showed that self-efficacy explained 99.5% of the variance in speaking ability.
Wordwall-Assisted Think-Pair-Share for Improving Students’ Mathematics Outcomes Sondang Noverica
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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Abstract

Mathematics learning requires instructional models that support conceptual understanding, active participation, peer discussion, and repeated practice. However, classroom mathematics instruction often remains dominated by teacher explanation and individual exercises, which may limit students’ engagement and reduce opportunities for collaborative reasoning. This study investigated the effect of Wordwall-Assisted Think-Pair-Share on junior high school students’ mathematics learning outcomes at SMP Katolik Santo Ignatius. The study employed a quasi-experimental pretest-posttest control group design. The sample consisted of 60 students divided into an experimental group and a control group, with 30 students in each group. The experimental group was taught through Think-Pair-Share assisted by Wordwall, while the control group was taught through conventional mathematics instruction. Data were collected using a mathematics learning outcomes test administered before and after the instructional treatment. The data were analyzed using descriptive statistics, N-Gain analysis, paired-sample t-test, and independent-sample t-test. The findings showed that both groups improved after instruction, but the experimental group achieved a substantially higher improvement. The experimental group increased from a pretest mean of 53.47 to a posttest mean of 81.90, with a mean gain of 28.43 and a mean N-Gain of 0.62. The control group increased from a pretest mean of 53.00 to a posttest mean of 68.33, with a mean gain of 15.33 and a mean N-Gain of 0.33. The independent-sample t-test showed a significant posttest difference in favor of the experimental group, p < .001. The study concludes that Wordwall-Assisted Think-Pair-Share is more effective than conventional instruction in improving students’ mathematics learning outcomes. The integration of cooperative discussion and digital practice creates a more interactive, engaging, and conceptually supportive learning environment.
Service Marketing Strategies in Education: Increasing Competitiveness and Customer Satisfaction Liana
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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Abstract

Educational institutions increasingly need effective service marketing strategies to strengthen institutional competitiveness and improve customer satisfaction. In the education sector, customers may include students and parents who evaluate schools based on academic programs, tuition value, accessibility, communication, staff service, administrative process, and physical evidence. This study investigated the role of service marketing strategies in increasing institutional competitiveness and customer satisfaction. The study employed a quantitative descriptive-correlational design involving 40 respondents. The variables consisted of service marketing strategies as the independent variable, institutional competitiveness as the first dependent variable, and customer satisfaction as the second dependent variable. Data were collected using a Likert-scale questionnaire converted into a 0-100 score range. The service marketing strategy variable was measured through the 7P dimensions: product, price, place, promotion, people, process, and physical evidence. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings showed that service marketing strategy was categorized as good, with a mean score of 77.65. Institutional competitiveness was also categorized as good, with a mean score of 78.53, while customer satisfaction obtained a good category with a mean score of 79.53. The 7P analysis showed that the highest dimension was people, followed by product and physical evidence, while price received the lowest score. Pearson correlation showed a very strong positive relationship between service marketing strategy and institutional competitiveness, r = .982, p < .001. Service marketing strategy also had a very strong positive relationship with customer satisfaction, r = .991, p < .001. Regression analysis showed that service marketing strategy significantly predicted institutional competitiveness and customer satisfaction. The study concludes that stronger service marketing strategies are associated with higher institutional competitiveness and customer satisfaction in educational services.
Era 5.0 and Local Genius 6.0 Educational Resources for Millennial Educators Friscilla Sembiring
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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Abstract

Educational resource development in the digital era requires a balanced integration of technological advancement and local cultural identity. Millennial educators need learning resources that are digitally adaptive, human-centered, collaborative, innovative, and culturally grounded. This study aimed to develop educational resources for millennial educators through the integration of Era 5.0 and Local Genius 6.0. The study employed a Research and Development design with product feasibility evaluation, user response analysis, implementation observation, and limited effectiveness analysis. The developed product was a model and guide for educational resources integrating technology-based learning and local wisdom values. The respondents consisted of 50 millennial educators, including students, young teachers, and education practitioners. Expert validation involved material, media, education, local culture, and language experts. Data were collected using validation questionnaires, user response questionnaires, and implementation observation sheets. The results showed that the developed product obtained a very good expert validation score, with an average of 87.20. The highest expert validation score was found in local wisdom and cultural integration, with a score of 90. User responses also showed very good results, with overall satisfaction reaching 82.08. The implementation test showed an average score of 85.80, indicating that the product was highly feasible and practical for educational use. Correlation analysis showed that Era 5.0 Integration had a strong positive relationship with Educational Resource Quality, r = .842, p < .001, while Local Genius 6.0 had a strong positive relationship with Educational Resource Quality, r = .876, p < .001. Educational Resource Quality also had a very strong positive relationship with User Satisfaction, r = .904, p < .001. Regression analysis showed that Era 5.0 Integration contributed 70.9% to Educational Resource Quality, while Local Genius 6.0 contributed 76.7%. The study concludes that educational resources integrating Era 5.0 and Local Genius 6.0 are feasible, practical, culturally relevant, and positively received by millennial educators.
The Role of Visual Media in Supporting Elementary Students’ Learning Motivation: A Qualitative Study at SD Negeri 101883 PSR XIII Limau Manis Tanjung Morawa Putri Danesa Malau; Gebyanna Paula Sinaga; Elsin Firma Situmorang; Roselli Kristanti Girsang; Maria Sihotang
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
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Visual media are important instructional tools that can help students understand learning materials more easily, maintain attention, and increase motivation during classroom learning. In elementary education, students often need concrete and visually meaningful learning experiences because abstract explanation alone may cause boredom, low participation, and difficulty in understanding concepts. This study aims to describe the role of visual media in supporting students’ learning motivation at SD Negeri 101883 PSR XIII Limau Manis Tanjung Morawa. This study employed a descriptive qualitative design. The participants were 20 third-grade students. Data were collected through classroom observation, interviews, documentation, and field notes during five learning meetings. The findings show that students responded positively to the use of visual media, including pictures, diagrams, graphics, videos, and visual presentations. Visual media helped students understand difficult concepts, increased attention, reduced boredom, improved classroom enthusiasm, and encouraged students to participate more actively in learning. Students also reported that visual materials made lessons easier to remember because they could directly see representations of the concepts being discussed. However, the findings also show that the effectiveness of visual media depends on teacher preparation, relevance of media to learning objectives, clarity of visual design, and the teacher’s ability to integrate visual media into classroom interaction. This study concludes that visual media can support students’ learning motivation when used meaningfully, contextually, and interactively.
Pengembangan Modul Pembelajaran Berbasis Pancasila yang Terintegrasi HOTS pada Mata Kuliah Aljabar Linear Elementer Friska Ledina Situngkir; Imelda; Sinta Dameria Simanjuntak; Meikardo Samuel Prayuda; Liana; Jakobus Ginting
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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This study aims to develop a Pancasila-based learning module integrated with Higher Order Thinking Skills (HOTS) for the Elementary Linear Algebra course that meets the criteria of validity, practicality, and effectiveness. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The analysis stage included needs analysis, curriculum analysis, student characteristics, learning materials, and the integration of Pancasila Student Profile values and HOTS indicators. The module was designed by organizing learning structures, HOTS-oriented activities, and Pancasila values, then validated by four experts in subject matter, instructional design, educational evaluation, and character education. The revised product was implemented with 20 students of the Mathematics Education Study Program enrolled in Elementary Linear Algebra. Data were collected through observation, interviews, questionnaires, HOTS tests, and documentation, and were analyzed descriptively using validity, practicality, effectiveness, and normalized gain analyses. The results show that the module obtained an average validity score of 3.82, categorized as highly valid. Student responses reached 93%, indicating that the module was highly practical. The module also improved students' average HOTS score from 60.40 in the pretest to 86.70 in the posttest, with an N-Gain score of 0.66. Classical learning mastery reached 90%, while the implementation of Pancasila values obtained an average score of 92.17%. These findings indicate that the module is feasible as an innovative teaching material supporting Outcome-Based Education and character strengthening in higher education.
Pengaruh Manajemen Pendidikan terhadap Hasil Belajar Siswa di Sekolah Dasar Negeri 164526 Tebing Tinggi Irmina Pinem; Darinda Sofia Tanjung; Nova Florentina Ambarwati; Meikardo Samuel Prayuda; Regina Sipayung; Sari Natalia
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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This study aims to analyze the effect of educational management on student learning outcomes at State Elementary School 164526 Tebing Tinggi. Educational management is understood through the functions of planning, organizing, actuating, controlling, and evaluating, while student learning outcomes were obtained from documentation of formative assessment, summative assessment, and report-card scores. The study employed a quantitative approach using an ex post facto method and a correlational design. The sample consisted of elementary school teachers selected through simple random sampling. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability, as well as documentation of student learning outcomes. The data were analyzed using descriptive statistics, prerequisite tests, and simple linear regression. The findings show that educational management has a positive effect on student learning outcomes. Better implementation of management functions is associated with more directed instructional management, more consistent academic supervision, and the use of evaluation as a basis for improvement. These findings indicate that strengthening school management can serve as a practical strategy for improving instructional quality and student learning outcomes in elementary schools. Therefore, this study contributes to the field of elementary educational management by explaining the relationship between school management quality and student learning achievement.
Cooperative Script Berdiferensiasi untuk Meningkatkan Membaca Kritis Teks Editorial Siswa SMA Wira Manik; Asnita Hasibuan; Candra Ronitua Gultom; Samserida Sarumpaet
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

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Critical reading ability is a high-level literacy competence that is essential for senior high school students to distinguish facts, opinions, and underlying biases in editorial texts. This study aims to improve the critical reading skills of eleventh-grade students at SMA Nurcahaya in editorial text learning through the Cooperative Script model based on process-differentiated instruction. This study employed Classroom Action Research conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection. The subjects were 36 eleventh-grade students at SMA Nurcahaya. Data were collected using critical reading performance tests covering fact-opinion analysis, inference making, bias evaluation, and reconstruction of authorial perspectives, as well as observation sheets for student and teacher activities. The data were analyzed using descriptive quantitative and qualitative techniques. The findings revealed gradual improvements in both learning process quality and student achievement. In the pre-cycle phase, the class average score was 64.12 with classical completeness of 33.33%. After Cycle I, the mean score increased to 73.45 with classical completeness of 61.11%. In Cycle II, through refined grouping based on readiness and varied scaffolding, the mean score rose to 82.78 with classical completeness of 88.89%. These findings indicate that integrating Cooperative Script and process differentiation effectively improves students critical reading ability, reduces reading fatigue, and accommodates heterogeneous learning modalities and paces.

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