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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 06 june 2026" : 10 Documents clear
EFL Students’ Perceptions of ChatGPT-Assisted Writing: A Qualitative Study of Idea Generation, Language Support, Confidence, and Critical Use Anna Mariani
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The emergence of generative artificial intelligence has transformed how English as a Foreign Language (EFL) students approach writing tasks. ChatGPT is increasingly used by students to generate ideas, organize outlines, improve grammar and vocabulary, revise drafts, and reduce writing anxiety. However, the use of ChatGPT in EFL writing also raises concerns related to accuracy, overreliance, originality, and students’ ability to critically evaluate AI-generated output. This study explores EFL students’ perceptions of ChatGPT-assisted writing. The study employed a qualitative descriptive design involving 30 EFL students. Data were collected through semi-structured interviews consisting of ten questions related to students’ experiences using ChatGPT for writing tasks, idea generation, grammar and vocabulary development, writing confidence, perceived advantages, difficulties, writing enjoyment, verification behavior, recommendation, and suggestions for improving AI-assisted writing. The data were analyzed using thematic analysis by identifying repeated patterns across students’ responses. The findings revealed eight major themes: idea generation, vocabulary development, grammar support, writing confidence, writing efficiency, critical evaluation of AI output, dependence concerns, and positive attitude toward ChatGPT. The most dominant theme was positive attitude toward ChatGPT, appearing in 29 of 30 responses, followed by writing efficiency in 28 responses and idea generation in 27 responses. Students perceived ChatGPT as helpful in making writing faster, more organized, less stressful, and more linguistically supported. However, they also recognized the need to verify AI suggestions and avoid overdependence. The study concludes that ChatGPT can support EFL writing when used as a learning assistant rather than a substitute for student thinking. Its educational value depends on students’ critical awareness, teacher guidance, ethical use, and integration with writing instruction.
Teacher Strategies for Developing Elementary Students’ Tolerance through Pancasila Education Antonius Remigius Abi
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67507/jpmsm.v2i06.422

Abstract

Tolerance is an essential character value in elementary education because students need to learn how to respect differences, listen to others, cooperate with peers, avoid ridicule, and accept diverse opinions, habits, and backgrounds. Pancasila Education provides a strategic space for developing tolerance because it introduces students to values of humanity, unity, mutual respect, and responsible citizenship. This study aimed to describe teachers’ strategies in developing students’ tolerance attitudes through Pancasila Education learning in elementary school. The study employed a descriptive qualitative approach. The main informant was a class teacher or Pancasila Education teacher, while supporting informants consisted of the principal and five students. Data were collected through classroom observation, interviews, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing. Data validity was strengthened through triangulation of observation, teacher interview, student interview, and documentation. The findings revealed seven major themes: integration of tolerance values in lesson planning, active and contextual learning strategies, teacher modeling, habituation of tolerance through classroom interaction, reinforcement of Pancasila values, obstacles in tolerance attitude formation, and teacher solutions. The teacher developed tolerance by inserting tolerance values into learning objectives, learning materials, classroom activities, case examples, group discussions, and reflection. The teacher also used heterogeneous group work, contextual case studies, educational correction, positive reinforcement, personal guidance, and communication with parents. The findings show that tolerance development in elementary students requires continuous planning, implementation, modeling, habituation, and evaluation. The study concludes that Pancasila Education can become an effective learning context for developing students’ tolerance when teachers connect Pancasila values with students’ daily classroom interactions.
Teams Games Tournament for Computational Thinking Outcomes at SMP St. Yoseph Pemuda Medan Theresia Shintanauli Margaretha Silalahi
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67507/jpmsm.v2i06.425

Abstract

Computational thinking is an important topic in junior high school Informatics because it helps students solve problems through decomposition, pattern recognition, abstraction, algorithmic thinking, and debugging. However, students may experience difficulty understanding computational thinking when learning is delivered mainly through conventional explanation and individual exercises. This study investigated the effect of the Teams Games Tournament learning model on students’ learning outcomes in computational thinking material at SMP St. Yoseph Pemuda Medan. 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 learned through the Teams Games Tournament model, while the control group learned through conventional instruction. Data were collected using a 25-item computational thinking achievement test scored on a scale of 0 to 100. The data were analyzed using descriptive statistics, N-Gain, paired-sample t-test, independent-sample t-test, and effect size analysis. The findings showed that the experimental group improved 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 improved 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 paired-sample t-test showed significant improvement in both groups, p < .001. The independent-sample t-test on posttest scores showed a significant difference in favor of the experimental group, t(57.99) = 12.92, p < .001, with a very large effect size, d = 3.34. The study concludes that Teams Games Tournament is effective in improving students’ Informatics learning outcomes on computational thinking material.
Pengaruh Metode Demonstrasi terhadap Dribbling Zig-Zag Sepak Bola Siswa SD Heka Maya Sari Br Sembiring; Joen Parningotan Purba; Rizki Bastanta B. Manalu; Rahul Pandiangan
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67507/jupen.v2i06.484

Abstract

This study aims to determine the effect of the demonstration method on elementary school students' zig-zag football dribbling skills at UPT SD Negeri 060972 in the 2025/2026 academic year. The study employed a quantitative experimental approach using a pre-experimental one group pretest-posttest design. The population and sample consisted of all 21 first-grade students of UPT SD Negeri 060972 selected through total sampling. The research instrument was a zig-zag football dribbling skill test administered before and after six meetings of instruction using the demonstration method. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, homogeneity test, and paired sample t-test with IBM SPSS Statistics version 25 at a significance level of 0.05. The findings show that the mean dribbling completion time decreased from 18.22 seconds in the pretest to 15.44 seconds in the posttest, indicating an improvement of 2.78 seconds. The pretest and posttest data were normally distributed, with significance values of 0.561 and 0.754, and homogeneous with a significance value of 0.417. The paired sample t-test showed t = 18.567 with a significance value of 0.000. Therefore, the demonstration method has a significant effect on improving elementary students' zig-zag football dribbling skills and can be used as an effective alternative strategy in physical education learning.
Peran Keluarga sebagai Gereja Rumah Tangga dalam Membangun Karakter Anak di Era Digital Yanti Vidarosa Naibaho; Nova Florentina Ambarwati; Reflina Sinaga; Ester Julinda Simarmata; Liana; Fiber Yun Almanda Ginting
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67507/jupen.v2i06.498

Abstract

The digital communication era has fundamentally transformed patterns of relationship, authority, and the space of faith formation within the Catholic family, demanding a renewed affirmation of the family's role as Ecclesia Domestica (the Domestic Church) in building children's character. This study aims to analyze how families fulfil their function as the domestic church in shaping children's character amid the currents of digital communication, and to formulate relevant pastoral strategies to strengthen that function. The study employs a descriptive qualitative approach through library research on six recent scholarly articles concerning the family, faith education, and the digital era, analyzed thematically to identify patterns, relationships, and conceptual novelty. The findings show that the family carries out three principal roles as the domestic church: educator/teacher of faith, sanctifying priest through family prayer and liturgy, and guiding shepherd who instils moral values and responsibility. The formation of children's character in the digital era is strongly influenced by parental example, the intensity of open and empathetic communication, parents' spiritual-digital literacy, and the consistency of shared prayer and Scripture reading enriched by the wise use of digital media. The study further finds that challenges such as parental busyness, low digital literacy, and limited spiritual accompaniment can be addressed through a collaborative pastoral model involving families, the local parish/church, and digital communities. This study recommends strengthening spiritual digital-literacy programmes for parents and digital-based family catechetical modules as concrete steps to reaffirm the family as the primary space for shaping children's character.
Pengaruh Latihan Kebugaran Jasmani terhadap Kesehatan dan Konsentrasi Belajar Siswa Sekolah Dasar Rizki Bastanta B. Manalu; Gita Angelika Simbolon; Elisabet Christina Damayanti; Risos Panjaitan; Dea Florika Br Ritonga
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67507/jpmsm.v2i06.527

Abstract

This study aims to analyze the relationship between physical fitness exercises, physical health, and learning concentration among elementary school students. The study employed a descriptive approach using simple survey data collected through a structured Google Forms questionnaire. The participants were 10 elementary school students selected through purposive sampling based on class representation and willingness to provide data with parental assistance. Data were collected through questionnaire items concerning physical activity intensity, perceived physical health, and learning concentration, and were analyzed descriptively and narratively by reading responses, grouping themes, and identifying response patterns. The findings indicate that students who regularly engaged in physical activity, particularly at least three times a week, tended to have more stable stamina, experience less fatigue, and demonstrate better learning readiness in class. In contrast, students with limited physical activity more frequently reported drowsiness, fatigue, and difficulty maintaining focus during lessons. These findings suggest that physical fitness exercises may serve as a supportive strategy for maintaining elementary students' physical health and cognitive readiness. This study recommends integrating light and structured physical activities into elementary school routines as a preventive effort to reduce learning fatigue and improve students' concentration.
Kepemimpinan Transformasional dalam Memperkuat Tata Kelola Partisipatif dan Kualitas Pendidikan di Sekolah Dasar Irmina Pinem; Losten Tamba; Reflina Sinaga; Cesya Tirta Mora Sirait; Nadine Putri Gurning; Cindi Triani Nduru
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67507/jpmsm.v2i06.789

Abstract

Penelitian ini bertujuan menganalisis penerapan kepemimpinan transformasional dalam memperkuat tata kelola partisipatif dan kualitas pendidikan di SD Budi Murni 2 Medan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Tiga informan dipilih secara purposif, terdiri atas kepala sekolah, wakil kepala sekolah bidang kurikulum, dan wakil kepala sekolah bidang kesiswaan. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis secara tematik melalui pembacaan transkrip, pengodean, kategorisasi, pengembangan tema, dan perbandingan antarsumber. Hasil penelitian menunjukkan lima tema utama: internalisasi visi melalui keteladanan; tata kelola partisipatif dan delegasi bertanggung jawab; pengembangan kapasitas dan inovasi guru; penguatan pembinaan serta partisipasi siswa; dan perubahan kualitas pendidikan beserta hambatan implementasinya. Kepemimpinan transformasional mendorong komunikasi yang lebih terbuka, kolaborasi profesional, variasi metode dan media pembelajaran, supervisi reflektif, serta koordinasi penanganan siswa. Namun, perubahan belum merata karena perbedaan kesiapan guru, beban administratif, keterbatasan fasilitas dan waktu kolaborasi, serta partisipasi orang tua yang beragam. Penelitian ini menyimpulkan bahwa dampak kepemimpinan transformasional terhadap kualitas pendidikan menjadi lebih kuat ketika dilembagakan melalui partisipasi, pembagian tanggung jawab yang jelas, pendampingan profesional, dan evaluasi berkelanjutan.
Student Management Practices for Strengthening Academic and Non-Academic Achievement at SMP Negeri 30 Medan Candra Ronitua Gultom
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67507/jpmsm.v2i06.427

Abstract

Student management plays an important role in helping schools identify student potential, organize development programs, strengthen discipline, provide academic and non-academic guidance, and evaluate achievement outcomes. This study aimed to describe student management practices in improving students’ academic and non-academic achievement at SMP Negeri 30 Medan. The study employed a descriptive qualitative approach. The informants consisted of the principal, vice principal of student affairs, academic coach, extracurricular coach, homeroom teacher, academically achieving student, and non-academically achieving student. Data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that student management at SMP Negeri 30 Medan was implemented through planning, organizing, academic development, non-academic development, discipline strengthening, monitoring, evaluation, and follow-up. The school prepared student programs based on student needs, school activity calendars, interest and talent mapping, and achievement targets. Academic development was implemented through tutoring, enrichment, remedial activities, olympiad preparation, and teacher mentoring. Non-academic development was implemented through extracurricular activities, competition preparation, intensive training, and coaching in sports, arts, scouting, religious activities, and literacy. Achievement data showed a positive trend from 2021/2022 to 2024/2025. The average academic score increased from 78.40 to 83.75, academic achievements increased from 4 to 11, non-academic achievements increased from 7 to 20, and student participation in competitions increased from 20 to 43 students. The supporting factors included principal commitment, student affairs coordination, teacher coaching, student motivation, parent support, and school culture. The inhibiting factors included limited training time, unequal student motivation, limited facilities in certain fields, dense activity schedules, and non-integrated achievement documentation. The study concludes that student management strengthens achievement when it is implemented through systematic planning, potential mapping, structured coaching, discipline development, monitoring, evaluation, and collaboration with parents.
CIPP-Based Evaluation of Guidance and Counseling Program Effectiveness at SMP S. Taman Siswa Liana
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67507/jpmsm.v2i06.428

Abstract

This study evaluated the effectiveness of the Guidance and Counseling program at SMP S. Taman Siswa using the CIPP model, which covers Context, Input, Process, and Product evaluation. The study employed an evaluative research design involving 40 students as questionnaire respondents and supporting informants consisting of the principal, guidance and counseling teacher, homeroom teachers, and students. Data were collected through questionnaires, interviews, observation, and documentation, then analyzed using quantitative descriptive statistics and thematic analysis. The findings showed that the overall program effectiveness was in the good category, with a mean score of 78.81. The Context component obtained a mean score of 78.25, indicating program relevance to student needs and school conditions. The Input component obtained 77.33, showing adequate support but the need to improve service instruments, counseling facilities, and documentation. The Process component obtained 79.45, indicating that orientation, information services, individual counseling, group guidance, and collaboration were implemented well. The Product component obtained the highest score, 80.20, reflecting positive impacts on student discipline, motivation, social behavior, problem-solving, and satisfaction. The study concludes that the program is effective but requires stronger needs assessment, systematic documentation, improved facilities, and measurable outcome indicators.
Problem-Based Learning Thematic Module for Enhancing Elementary Students’ Critical Thinking Friscilla Sembiring
Jurnal Pendidikan, Media, Strategi, dan Metode. VOLUME 02 NO 06 JUNE 2026
Publisher : Yayasan Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67507/jpmsm.v2i06.429

Abstract

This study developed and evaluated a Problem-Based Learning thematic module for enhancing elementary students’ critical thinking skills at SD Negeri 065013. The study employed a Research and Development design using the ADDIE model, which included analysis, design, development, implementation, and evaluation stages. The product integrated contextual problems, PBL activities, student worksheets, evaluation tasks, and reflection activities. Validation involved material, media, language, and learning experts, while the classroom trial involved 30 elementary school students. Data were collected through expert validation sheets, teacher and student response questionnaires, observation sheets, project assessment rubrics, and critical thinking tests. The data were analyzed using validity analysis, practicality analysis, implementation analysis, descriptive statistics, N-Gain, and paired-sample t-test. The findings showed that the module was very feasible, with an average validation score of 87.75, very practical with an average score of 86.00, and well implemented with an average implementation score of 88.00%. Students’ critical thinking scores increased from a pretest mean of 54.37 to a posttest mean of 80.37, with a mean gain of 26.00 and an N-Gain of 0.57. The paired-sample t-test showed a significant improvement, t(29) = 271.14, p < .001. The study concludes that the module is feasible, practical, implementable, and effective for improving students’ critical thinking skills.

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