cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Meikardo Samuel Prayuda
Contact Email
meichardohanon@gmail.com
Phone
+628116592303
Journal Mail Official
meichardohanon@gmail.com
Editorial Address
Griya Permata IV Blok T No. 54 Sembahe Baru, Kec. Pancur Batu, Kabupaten Deli Serdang, Sumatera Utara 20134
Location
Kab. deli serdang,
Sumatera utara
INDONESIA
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 107 Documents
 6   7   8   9   10 
PERAN GURU DALAM MEMBENTUK KARAKTER SISWA DI SD NEGERI 065012 Sri Yuni Manurung; Sesylia Pregita; Meikardo Samuel Prayuda; Anna Mariani; Medianti Simanjuntak
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 02 OKTOBER 2025
Publisher : Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.0905/vol2iss2pp74-83

Abstract

Penelitian ini bertujuan untuk mengetahui peran guru dalam membentuk karakter siswa di SD Negeri 065012 Pales Raya, Kecamatan Medan Tuntungan. Penelitian menggunakan metode kualitatif dengan teknik pengumpulan data melalui observasi dan wawancara terhadap guru di sekolah tersebut. Data dianalisis secara deskriptif untuk memperoleh gambaran mengenai kondisi karakter siswa serta upaya guru dalam membentuk karakter yang positif. Hasil penelitian menunjukkan bahwa guru memiliki peran yang sangat penting dalam pembentukan karakter siswa melalui pemberian teladan, bimbingan, pengawasan, nasihat, dan pendekatan yang bersifat edukatif. Temuan penelitian juga menunjukkan bahwa karakter siswa kelas tinggi cenderung lebih sulit dibimbing dibandingkan siswa kelas rendah. Faktor lingkungan keluarga, kurangnya perhatian orang tua, serta pengaruh perkembangan zaman menjadi beberapa penyebab rendahnya karakter siswa. Oleh karena itu, diperlukan kerja sama yang baik antara guru, orang tua, dan sekolah dalam menanamkan nilai-nilai moral, kedisiplinan, tanggung jawab, dan sikap sosial yang positif guna membentuk karakter siswa yang lebih baik.
PENGARUH BUDAYA LITERASI DALAM MENINGKATKAN KETERAMPILAN (4C) SISWA PADA PEMBELAJARAN BAHASA INDONESIA SD NEGERI 075093 Wika Maria Pintu Batu; Nomita Panjaitan; Remigius Relius Laia; Jesika Gultom; Meikardo Samuel Prayuda; Anna Mariani
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 02 OKTOBER 2025
Publisher : Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.0905/vol2iss2pp84-89

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan budaya literasi dalam meningkatkan keterampilan 4C (Communication, Collaboration, Critical Thinking, Creativity and Innovation) pada siswa SD Negeri 075093 Hilimbowo'Oou Nias. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Teknik pengumpulan data dilakukan melalui observasi dan wawancara dengan guru untuk memperoleh informasi mengenai pelaksanaan budaya literasi dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa penerapan budaya literasi berjalan efektif dalam meningkatkan keterampilan 4C siswa. Melalui kegiatan membaca, menulis, diskusi kelompok, dan presentasi, siswa menjadi lebih aktif dalam berkomunikasi, mampu bekerja sama, berpikir kritis dalam menyelesaikan masalah, serta menunjukkan kreativitas dan inovasi dalam pembelajaran. Selain itu, budaya literasi juga meningkatkan motivasi belajar, keberanian menyampaikan pendapat, dan kualitas interaksi antara guru dan siswa. Dengan demikian, budaya literasi memiliki peran penting dalam mendukung pengembangan keterampilan abad ke-21 pada siswa sekolah dasar.
ANALISIS DAMPAK GAME ONLINE TERHADAP MOTIVASI BELAJAR SISWA SD NEGERI 091366 GAJAPOKKI Evelina Asyera Manalu; Nurita purba; Meikardo Samuel Prayuda; Medianti Simanjuntak; Anna mariani
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 02 OKTOBER 2025
Publisher : Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.0905/vol2iss2pp90-99

Abstract

Penelitian ini bertujuan untuk menganalisis dampak game online terhadap motivasi belajar siswa di SD Negeri 091366 Gajapokki. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Subjek penelitian adalah siswa sekolah dasar yang memiliki kebiasaan bermain game online. Data diperoleh melalui wawancara dengan siswa mengenai intensitas bermain game, kebiasaan belajar, serta peran orang tua dalam mengawasi penggunaan game online. Hasil penelitian menunjukkan bahwa game online memberikan dampak yang berbeda pada setiap siswa. Sebagian siswa yang bermain game secara berlebihan cenderung mengalami penurunan motivasi belajar, kurang fokus saat pembelajaran, jarang belajar di rumah, dan kurang berprestasi di sekolah. Sebaliknya, siswa yang mendapatkan pengawasan dari orang tua serta mampu mengatur waktu antara bermain game dan belajar tetap memiliki motivasi belajar yang baik dan mampu mencapai prestasi akademik. Temuan penelitian menunjukkan bahwa pengaruh game online terhadap motivasi belajar siswa sangat dipengaruhi oleh intensitas bermain, pengelolaan waktu, serta peran orang tua dan guru dalam memberikan pendampingan. Oleh karena itu, diperlukan kerja sama antara sekolah dan orang tua untuk mengarahkan penggunaan game online secara bijak sehingga dampak negatifnya dapat diminimalkan dan motivasi belajar siswa tetap terjaga.
IMPLEMENTING CHARACTER EDUCATION IN ELEMENTARY SCHOOL: A QUALITATIVE STUDY AT SDN 064025 TANJUNG SELAMAT MEDAN Enjelia Sihite; Meikardo Samuel Prayuda; Maria Sihotang
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 02 OKTOBER 2025
Publisher : Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.0905/vol2iss2pp123-129

Abstract

Character education is an essential component of elementary education because it shapes students’ moral awareness, social behavior, discipline, responsibility, and respect for others. In the context of elementary schools, character formation cannot be separated from daily classroom practices, teacher modeling, school culture, family support, and students’ habituated behavior. This study aims to describe the implementation of character education at SDN 064025 Tanjung Selamat Medan and to identify the character values developed through school-based practices. This study employed a descriptive qualitative method. Data were collected through observation, teacher interviews, and documentation from May 14 to June 14, 2025. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that character education was implemented through four main forms: responsibility, respect, caring, and habituation. These forms were reflected in students’ daily behavior, such as maintaining school cleanliness, completing assignments, arriving at school on time, respecting teachers and peers, helping friends in need, praying before and after lessons, and greeting others politely. The implementation of character education was supported by teachers, family involvement, and the surrounding community. However, limited parental attention at home became one of the inhibiting factors. The study concludes that character education at SDN 064025 Tanjung Selamat contributes to shaping students who are responsible, disciplined, diligent, caring, and religious.
THE ROLE OF ICE-BREAKING ACTIVITIES IN SUPPORTING STUDENTS’ LEARNING MOTIVATION IN INDONESIAN LANGUAGE LEARNING AT AN ELEMENTARY SCHOOL Asril Kisbat Sitepu Sitepu; Ateta Malem Br. Sinulingga Sinulingga; Meikardo Samuel Prayuda; Maria Sihotang
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 02 OKTOBER 2025
Publisher : Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.0905/vol2iss2pp130-135

Abstract

Learning motivation is an essential factor that influences students’ participation, attention, and emotional involvement in classroom activities, especially at the elementary school level. However, monotonous teaching practices may cause students to feel bored, passive, and less interested in learning Indonesian language subjects. This study aims to analyze the role of ice-breaking activities in supporting students’ learning motivation in Indonesian language learning among fourth-grade students at SD Negeri 064024 Medan. This research employed a qualitative descriptive method. The data were collected through classroom observation and semi-structured interviews with five fourth-grade students. The findings show that ice-breaking activities helped create a more enjoyable, active, and emotionally supportive classroom atmosphere. Students expressed that-games, singing, quizzes, and short interactive activities made them feel more enthusiastic and reduced boredom during the learning process. The observation also indicated that students showed more positive responses when the learning process included ice-breaking activities compared to regular instruction without such activities. The study concludes that ice-breaking activities can function as a practical instructional strategy to support students’ motivation, improve classroom engagement, and reduce learning fatigue in Indonesian language learning. Therefore, teachers are encouraged to integrate simple and meaningful ice-breaking activities into classroom instruction to maintain students’ attention and enthusiasm.
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
Publisher : Pustaka Karya Mandiri

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

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

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

Abstract

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

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

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

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

Abstract

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
Publisher : Pustaka Karya Mandiri

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

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.

Page 8 of 11 | Total Record : 107

 6   7   8   9   10 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue VOLUME 02 NO 06 JUNE 2026 VOLUME 02 NO 05 APRIL 2026 VOLUME 02 NO 04 FEBRUARY 2026 VOLUME 02 NO 03 DECEMBER 2025 VOLUME 02 NO 02 OKTOBER 2025 VOLUME 02 NO 01 AGUSTUS 2025 VOLUME 01 NO 06 JUNI 2025 VOLUME 01 NO 05 APRIL 2025 VOLUME 01 NO 04 FEBRUARI 2025 VOLUME 01 NO 03 DESEMBER 2024 VOLUME 01 NO 02 OKTOBER 2024 VOLUME 01 NO 01 AGUSTUS 2024 More Issue