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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 107 Documents
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Teacher Strategies for Developing Fourth-Grade Students’ Critical Thinking Skills at SD Negeri 154511 Suga Suga Jemrianti Habeahan; Olga Ananta Tarigan; Anna Mariani
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Abstract

Critical thinking is an essential skill that enables elementary students to ask questions, analyze information, evaluate arguments, solve problems, and make reasoned decisions. However, critical thinking does not develop automatically; it requires deliberate instructional strategies, active learning opportunities, and teacher scaffolding. This study aims to describe teacher strategies for developing fourth-grade students’ critical thinking skills at SD Negeri 154511 Suga Suga in the 2023/2024 academic year. This study employed a descriptive qualitative design. Data were collected through classroom observation and semi-structured interviews with two teachers and two students. The data were analyzed through data reduction, data display, thematic interpretation, and conclusion drawing. The findings show that students’ critical thinking skills were still developing and were limited by several classroom conditions, including teacher-centered instruction, textbook-based explanation, limited student questioning, low confidence, and unequal student participation. Teachers attempted to support critical thinking through group discussion, open-ended questions, problem-solving tasks, project activities, quizzes, practical activities, feedback, and differentiated guidance. However, these strategies were not yet implemented consistently. The study concludes that teacher strategies for developing critical thinking need to be strengthened through more systematic questioning, student-centered learning, differentiated instruction, reflective discussion, and continuous feedback. The findings imply that elementary teachers should intentionally design learning activities that train students to ask, reason, explain, evaluate, and communicate ideas.
Teachers’ Experiences of the Curriculum Transition from the 2013 Curriculum to the Merdeka Curriculum in Elementary Learning at SD Agia Sophia Medan Ria Duma Situmeang; Enzelina Tambunan; Evi Sitorus; Medianti Simanjuntak
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Abstract

Curriculum transition is an important educational process because it influences teachers’ instructional planning, classroom practices, assessment strategies, learning media, and students’ learning experiences. In Indonesia, the transition from the 2013 Curriculum to the Merdeka Curriculum requires teachers to adapt to more flexible, student-centered, project-based, and competency-oriented learning. This study aims to describe teachers’ experiences in implementing learning during the transition from the 2013 Curriculum to the Merdeka Curriculum at SD Agia Sophia Medan. This study employed a descriptive qualitative design. Data were collected through direct classroom observation and semi-structured interviews with five elementary school teachers. The data were analyzed thematically through data reduction, data display, interpretation, and conclusion drawing. The findings show that teachers experienced both opportunities and challenges during the curriculum transition. The opportunities included greater student creativity, more active participation, project-based learning experiences, and stronger student independence. However, teachers also faced several challenges, including the need to prepare new teaching media, limited learning resources, limited infrastructure, students’ low learning independence, unequal student understanding, and the need to adapt from familiar 2013 Curriculum routines. The study also found that four of the five teachers preferred the Merdeka Curriculum, while one teacher preferred the 2013 Curriculum because of familiarity and the availability of teaching materials. This study concludes that the success of curriculum transition depends strongly on teacher readiness, school support, learning media availability, professional adaptation, and continuous mentoring.
Non-Conducive Classroom Environments and Students’ Learning-Related Traumatic Responses: A Qualitative Study among Grade VIII Students Sofiya Barus; Suzette Hating; Sifra Manalu; Asta Sembiring; Yannece Sihombing; Maria Sihotang
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Abstract

A classroom environment is not only a physical space for instruction but also a psychological and social setting that shapes students’ learning experiences. When the classroom is noisy, crowded, poorly ventilated, emotionally unsafe, or marked by negative teacher and peer interaction, students may experience anxiety, avoidance, low motivation, and learning-related traumatic responses. This study aims to analyze how a non-conducive classroom environment contributes to students’ learning-related traumatic responses among Grade VIII students. This study employed a descriptive qualitative design. Data were collected through classroom observation, in-depth interview, and field notes. The findings show that students perceived the classroom as non-conducive when it was noisy, physically uncomfortable, poorly ventilated, poorly organized, and insufficiently managed by the teacher. Students also reported emotional pressure caused by authoritarian teacher behavior, repeated peer ridicule, lack of emotional support, and limited student voice in classroom decision-making. These conditions were associated with fear of participation, reluctance to ask questions, anxiety before certain lessons, physical complaints such as headache or stomach discomfort, withdrawal from peer interaction, declining motivation, and reduced academic engagement. The study concludes that learning-related traumatic responses are shaped by the interaction of physical, social, and emotional classroom factors. Therefore, schools should develop safer, more supportive, and trauma-informed classroom environments through positive teacher-student relationships, anti-bullying prevention, better classroom management, student counseling, and improvement of physical classroom conditions.
Teams Games Tournament Cooperative Learning and Elementary Students’ Indonesian Language Learning Outcomes: A One-Group Pretest-Posttest Study in Kandibata Village Chindi Clodia Br. Tarigan; Agnes Salsalina Br. Sembiring; Irmatansy Alodya Sitorus; Meikardo Samuel Prayuda
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Abstract

Indonesian language learning in elementary school should develop students’ ability to listen, speak, read, write, understand texts, and communicate ideas meaningfully. However, teacher-centered instruction may reduce students’ motivation, participation, and understanding, especially when learning activities are dominated by explanation, reading, and memorization. This study aims to examine the improvement of elementary students’ Indonesian language learning outcomes after the implementation of the Teams Games Tournament cooperative learning model. This study employed a quantitative pre-experimental design using a one-group pretest-posttest model. The participants were 10 elementary students in Kandibata Village. The learning material focused on fictional stories in Indonesian language learning. Data were collected through pretest and posttest scores and were analyzed using descriptive statistics and paired-sample t-test. The findings show that students’ learning outcomes increased after the implementation of the Teams Games Tournament model. The mean pretest score was 57.5, while the mean posttest score increased to 86.7. The average gain was 29.2 points. The paired-sample t-test showed a significant difference between pretest and posttest scores, with t = 11.710 and p < .001. These findings indicate that Teams Games Tournament cooperative learning was associated with a substantial improvement in students’ Indonesian language learning outcomes. The study concludes that TGT can create a more active, enjoyable, competitive, and collaborative learning atmosphere, although future studies should use larger samples and control groups to strengthen causal claims.
An Analysis of Students’ Difficulties in Learning Mathematics on the Topic of Least Common Multiple (LCM) in Class A/1, Cohort 2023 Ayu Winda Rajagukguk; Fiber Yun Almanda Ginting; Anna Mariani
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 03 DECEMBER 2025
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Abstract

This study aims to analyze students’ learning difficulties in mastering the topic of Least Common Multiple (LCM) in Mathematics course in Class A/1, Cohort 2023. This research employs a qualitative descriptive method. Data were collected through tests, interviews, and documentation involving students who experienced difficulties in understanding LCM material. The results show that students face difficulties in understanding the basic concept of LCM, selecting and applying solution methods, performing calculations, and solving word problems. The causes of learning difficulties are internal factors such as lack of prerequisite knowledge, mathematics anxiety, and low self-confidence, as well as external factors such as monotonous teaching methods, lack of instructional media, and limited independent practice. The strategies to overcome these difficulties include the use of concrete and visual learning media, step-by-step exercises, collaborative learning, contextual learning, and direct feedback from lecturers. The findings of this study are expected to contribute to improving the quality of mathematics learning in higher education.
From Perceived Competence to Measured Performance: The Effect of Scaffolded Project-Based Content Learning on Students’ English Communication Performance in Higher Education Hesron Ginting
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 04 FEBRUARY 2026
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Abstract

Project-based English instruction has been widely promoted as an alternative to conventional language teaching because it provides students with opportunities to use English through meaningful, collaborative, and authentic learning tasks. However, previous studies on the integration of content-based instruction and project-based learning have often emphasized students’ self-reported perceptions and single-group pre-test/post-test designs, making it difficult to determine whether the instructional model produces stronger learning outcomes than conventional instruction. Responding to this limitation, this study examined the effect of a scaffolded Project-Based Content Learning model on students’ English communication performance in higher education. The study employed a quasi-experimental pre-test/post-test control group design involving 60 undergraduate students divided into an experimental group and a control group. The experimental group received scaffolded project-based content learning, while the control group received conventional English instruction. Data were collected through English communication performance tests administered before and after the instructional treatment. The data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, confidence intervals, and effect size interpretation. The findings showed that both groups improved after instruction, but the experimental group achieved substantially higher improvement than the control group. The experimental group improved from a mean score of 60.33 to 75.27, while the control group improved from 59.93 to 65.07. The difference in gain scores was statistically significant, indicating that scaffolded project-based content learning had a stronger effect on students’ English communication performance. The study concludes that English instruction becomes more effective when students are supported through thematic content, language scaffolding, collaborative project production, peer interaction, and performance-based learning tasks.
Students’ Perceptions and Reflections on Project-Based Learning at SMP Negeri 31 Medan: A Qualitative Study of Engagement, Collaboration, and Learning Challenges Fiber Yun Almanda Ginting
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 04 FEBRUARY 2026
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Abstract

Project-Based Learning (PjBL) has been increasingly promoted as a student-centered learning model that supports active participation, collaboration, creativity, communication, and problem-solving. However, the effectiveness of PjBL cannot be understood only from achievement scores because students’ perceptions and reflections provide important evidence about how the model is experienced in actual classroom learning. This study explores students’ perceptions and reflections on the implementation of PjBL at SMP Negeri 31 Medan, located at Jl. Jamin Ginting No. KM. 13, Lau Cih, Medan Tuntungan, Medan, North Sumatra. The study employed a qualitative descriptive design involving 25 students who responded to a 15-question interview instrument focusing on motivation, content understanding, teamwork, communication, problem-solving, creativity, confidence, teacher facilitation, project challenges, and future learning preferences. The data were analyzed using thematic analysis by identifying repeated patterns across student responses. The findings revealed ten major themes: increased motivation and engagement, better understanding of content, improved collaboration, enhanced communication skills, development of problem-solving skills, increased creativity, time management challenges, group coordination difficulties, positive perception of teacher facilitation, and strong support for future PjBL implementation. The most dominant theme was students’ support for future PjBL implementation, followed by collaboration skills and motivation. These findings indicate that students perceived PjBL as meaningful, practical, and engaging, although they also experienced challenges related to time, group coordination, unequal participation, and limited resources. The study concludes that PjBL can strengthen students’ learning engagement and 21st-century skills when supported by clear instructions, sufficient time, structured milestones, teacher facilitation, and fair group assessment.
Fourth-Semester Preservice Elementary Teachers’ Responses to Teaching Through Project-Based Learning: A Qualitative Study at Universitas Katolik Santo Thomas Maria Sihotang
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 04 FEBRUARY 2026
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Abstract

Project-Based Learning (PjBL) has become increasingly relevant in teacher education because it provides preservice teachers with opportunities to connect pedagogical theory with practical learning experiences. Preservice elementary teachers need not only conceptual understanding of educational theories but also collaboration, communication, creativity, critical thinking, problem-solving, confidence, and professional readiness for future classroom practice. This study explores fourth-semester preservice elementary teachers’ responses to teaching through PjBL at Universitas Katolik Santo Thomas. The study employed a qualitative descriptive design involving 30 preservice elementary teachers. Data were collected through semi-structured interviews consisting of ten questions related to participants’ opinions about PjBL, understanding of course materials, perceived benefits, challenges, motivation, collaboration, critical thinking, problem-solving, lecturer facilitation, future implementation, and suggestions for improvement. The data were analyzed using thematic analysis by identifying repeated patterns across participant responses. The findings revealed eleven major themes: increased learning motivation, better understanding of course material, improved collaboration skills, enhanced communication skills, development of critical thinking, increased creativity, improved problem-solving skills, time management challenges, group coordination difficulties, positive perception of lecturer facilitation, and strong support for future PjBL implementation. The strongest theme was support for future PjBL implementation, appearing in 29 of 30 responses, followed by better understanding of course material and increased learning motivation. The findings indicate that preservice elementary teachers perceived PjBL as meaningful, practical, engaging, and professionally relevant. However, they also experienced challenges related to time management, group coordination, workload distribution, limited resources, and project planning. The study concludes that PjBL can strengthen preservice teachers’ professional learning when supported by clear instructions, structured project stages, lecturer feedback, peer assessment, consultation opportunities, and realistic project scheduling.
Teachers’ Perceptions and Observed Practices of Deep Learning in Elementary School Teaching: A Qualitative Study at Sekolah Dasar Negeri 060971 Reno Simanullang
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 04 FEBRUARY 2026
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Abstract

Deep Learning (DL) has increasingly become an important pedagogical orientation in elementary education because it emphasizes meaningful understanding, inquiry, reflection, collaboration, critical thinking, creativity, and real-life learning application. However, the implementation of DL in elementary classrooms depends strongly on teachers’ conceptual understanding, instructional readiness, classroom strategies, leadership support, and the availability of learning resources. This study explores teachers’ perceptions and observed practices of Deep Learning at Sekolah Dasar Negeri 060971. The study employed a qualitative descriptive case study design supported by classroom observation scores. The participants consisted of 20 elementary school teachers, one headmaster, and two vice headmasters. Data were collected through semi-structured teacher interviews, a 15-item classroom observation checklist, and leadership interviews. The interview data were analyzed using thematic analysis, while observation scores were analyzed descriptively using mean scores and categorical interpretation. The findings revealed that teachers understood Deep Learning as meaningful, reflective, student-centered, inquiry-oriented, and conceptually deep learning rather than memorization-based instruction. Teachers perceived DL as important for developing students’ critical thinking, engagement, independence, collaboration, creativity, responsibility, and real-life understanding. Observation data showed that DL practices were highly observed overall, with an average score of 3.68 out of 4.00. The strongest observed indicators were effective classroom management, active student engagement, critical thinking encouragement, and constructive feedback, while technology integration and student reflection were comparatively lower, although still categorized as highly observed. Leadership interviews confirmed that school leaders supported DL through training, mentoring, supervision, technology integration, and school policies, but challenges remained in time allocation, resources, assessment procedures, curriculum demands, and sustained professional development. The study concludes that Deep Learning at SD Negeri 060971 has been positively perceived and substantially practiced, but its sustainability requires stronger teacher training, clearer assessment guidance, improved technology access, collaborative planning, and continuous school-based professional learning.
The Role of Social Media in Shaping Elementary Students’ Character: A Netnographic Study of Facebook, TikTok, and Instagram Interactions Liana
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 04 FEBRUARY 2026
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Abstract

Social media has become an influential digital environment where elementary students encounter values, behaviors, peer responses, and models of self-expression. Although social media is often discussed in relation to risk, distraction, and screen exposure, it can also become a character-learning space when students interact with educational content, community-service posts, creative projects, and supportive peer communication. This study explores the role of social media in shaping elementary students’ character through a netnographic analysis of Facebook, TikTok, and Instagram interactions. The study focused on ten character dimensions: responsibility, respect, honesty, discipline, empathy, cooperation, self-confidence, digital citizenship, tolerance, and creativity. Data were collected through simulated netnographic observation over a three-month period by examining platform-based content, student comments, peer interactions, responses to educational content, responses to viral trends, and digital citizenship practices. The data were analyzed using thematic analysis. The findings revealed seven major themes: social media as a character-learning space, peer influence and character formation, digital empathy and online support, creativity and self-expression, risks of social comparison, digital citizenship challenges, and educational content as a positive influence. Facebook interactions were most strongly associated with empathy, cooperation, and social responsibility; TikTok stimulated creativity, curiosity, and initiative but also exposed students to peer pressure and risky imitation; Instagram encouraged creativity, appreciation, tolerance, confidence, and project sharing but also produced signs of unhealthy social comparison. The study concludes that social media plays a dual role in shaping elementary students’ character. It can strengthen positive values when guided by educational content and supportive interaction, but it can also weaken empathy, critical judgment, and self-esteem when students are exposed to inappropriate comments, risky trends, and idealized influencer culture. Therefore, schools and parents need to strengthen digital citizenship education, guided media literacy, ethical online communication, and reflective social media use among elementary students.

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