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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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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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