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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 115 Documents
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A Comparison of Game-Based Learning and Think-Pair-Share on Grade 8 Students’ Learning Achievement at SMP Katolik Budi Murni 1 Medianti Simanjuntak
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 04 FEBRUARY 2026
Publisher : Pustaka Karya Mandiri

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Abstract

Game-Based Learning and Think-Pair-Share are two active learning models that can be used to improve students’ participation and learning achievement. Game-Based Learning emphasizes challenge, interaction, feedback, motivation, and learning through game-like activities, while Think-Pair-Share emphasizes individual thinking, peer discussion, and classroom sharing. This study compared the effect of Game-Based Learning and Think-Pair-Share on Grade 8 students’ learning achievement at SMP Katolik Budi Murni 1. The study employed a pretest-posttest non-equivalent control group design. The population consisted of all Grade 8 students at SMP Katolik Budi Murni 1, with a total population of 242 students. The sample consisted of Grade 8C as the experimental group taught through Game-Based Learning and Grade 8E as the comparison group taught through Think-Pair-Share. The experimental group consisted of 28 students, while the comparison group consisted of 29 students. Data were collected through achievement tests administered before and after the instructional treatment. The data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, gain-score analysis, and effect size interpretation. The results showed that both groups improved after instruction. However, the Game-Based Learning group achieved a higher mean gain than the Think-Pair-Share group. The Game-Based Learning group improved from a pretest mean of 61.36 to a posttest mean of 84.39, with a mean gain of 23.04. The Think-Pair-Share group improved from a pretest mean of 60.66 to a posttest mean of 77.48, with a mean gain of 16.83. The gain-score comparison showed a statistically significant advantage for Game-Based Learning. The study concludes that Game-Based Learning was more effective than Think-Pair-Share in improving Grade 8 students’ learning achievement in the observed instructional context.
Environmental Awareness as a Predictor of English Teachers’ Professional Identity: A Correlational Study Friscilla Sembiring
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 04 FEBRUARY 2026
Publisher : Pustaka Karya Mandiri

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Abstract

Environmental awareness has become increasingly relevant to teachers’ professional roles because education is expected to contribute not only to academic achievement but also to sustainability-oriented values, responsible citizenship, and meaningful social transformation. For English teachers, environmental awareness may influence how they interpret their role as educators, integrate global issues into language learning, and develop a stronger sense of professional responsibility. This study investigated the relationship between environmental awareness and English teachers’ professional identity. The study employed a quantitative correlational design involving 40 English teachers. Two instruments were used: a 20-item Environmental Awareness Scale and a 20-item Professional Identity Scale. Both instruments used a five-point Likert scale, with total scores ranging from 20 to 100. The data were analyzed using descriptive statistics, level categorization, Pearson product-moment correlation, and simple linear regression. The findings showed that English teachers had a high level of environmental awareness, with a mean score of 82.60 and a standard deviation of 6.36. Their professional identity was also high, with a mean score of 84.93 and a standard deviation of 6.09. The correlation analysis revealed a very strong, positive, and statistically significant relationship between environmental awareness and professional identity, r = .997, p < .001. The regression analysis showed that environmental awareness significantly predicted professional identity, R² = .995, F (1, 38) = 7198.14, p < .001. The regression equation indicated that every one-point increase in environmental awareness was associated with a .96-point increase in professional identity. The study concludes that English teachers who demonstrate stronger environmental awareness tend to report stronger professional identity. These findings suggest that sustainability-oriented awareness may become an important dimension in strengthening English teachers’ professional meaning, responsibility, reflective practice, and instructional commitment.
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

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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.
Enhancing EFL Students’ Vocabulary Mastery through Canva-Based Multimodal Learning Integrated with Multicultural Content at SMP Katolik Deli Murni Maryanti Lucciana Sitorus
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 04 FEBRUARY 2026
Publisher : Pustaka Karya Mandiri

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Abstract

Vocabulary mastery is a fundamental component of English as a Foreign Language (EFL) learning because students’ ability to understand and use English depends strongly on their lexical knowledge. However, vocabulary instruction at the junior high school level is often dominated by memorization, translation, and textbook-based exercises that may not sufficiently support retention, motivation, creativity, and meaningful language use. This study investigated the effect of Canva-Based Multimodal Learning integrated with multicultural content on Grade VIII students’ vocabulary mastery at SMP Katolik Deli Murni. The study employed a quasi-experimental pretest-posttest control group design. The population consisted of all Grade VIII students of SMP Katolik Deli Murni, while the sample consisted of 60 students divided into an experimental class and a control class, with 30 students in each group. The experimental class was taught through Canva-based multimodal learning integrated with multicultural content, while the control class received conventional vocabulary instruction. Data were collected through vocabulary tests, student perception questionnaires, interviews, and classroom observation. The results showed that the experimental group improved from a pretest mean of 59.4 to a posttest mean of 86.7, with a gain score of 27.3. The control group improved from a pretest mean of 59.5 to a posttest mean of 75.0, with a gain score of 15.5. The independent sample t-test showed a significant difference between the groups, p < .001, with a large effect size, Cohen’s d = 1.45. Questionnaire results showed highly positive student perceptions in learning motivation, vocabulary retention, creativity development, cultural awareness, active participation, and overall satisfaction. Interview and observation findings confirmed that visual, textual, collaborative, and cultural elements made vocabulary learning more enjoyable, memorable, and meaningful. The study concludes that Canva-based multimodal learning integrated with multicultural content is an effective instructional strategy for enhancing EFL students’ vocabulary mastery and cultural awareness.
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.

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