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SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30642361     DOI : https://doi.org/10.70211/sakalima
Core Subject : Religion, Economy, Humanities, Education, Social,
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is a peer-reviewed journal dedicated to the publication of high-quality research and community service outcomes in the field of education and community empowerment. All publications in SAKALIMA are freely accessible, ensuring that articles are available online without any subscription fees. SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is an open-access journal, fully referenced, and exclusively published online since 2024. The journal is issued two times a year. The primary goal of this journal is to disseminate the results of community service initiatives that contribute to solving educational and societal issues. The focus of SAKALIMA extends beyond academic research; it centers on the application of knowledge, technology, and innovation in empowering communities, particularly in the context of education and social transformation. This includes, but is not limited to, sustainable community development programs, capacity building, and educational interventions.
Arjuna Subject : Umum - Umum
Articles 113 Documents
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Persepsi Guru tentang Manajemen Kepala Sekolah dan Disiplin Siswa: Studi Potong Lintang Historis di SMA Negeri 6 Pekanbaru Tuti Syafrianti; Nabila Firza; Syarifah Nazhirah; Muhammad Syarif Thoyib; Julia Saraswati; Hidayatunnisa Hidayatunnisa
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 1 No. 2 (2024): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v1i2.723

Abstract

This study investigated the relationship between teachers’ perceptions of principal management and their perceptions of student discipline at SMA Negeri 6 Pekanbaru. A quantitative cross-sectional survey design was employed using historical data collected from March to April 2012. The study population comprised 70 teachers, of whom 60 were selected using the Taro Yamane formula. Data were collected through five-point Likert-scale questionnaires measuring four principal management functions planning, organizing, directing, and controlling and student discipline indicators, including punctuality, attendance, compliance with school regulations, neatness, and learning behavior. The data were analyzed using descriptive statistics and simple linear regression. The findings revealed a positive and statistically significant association between teachers’ perceptions of principal management and student discipline, with a regression coefficient of 1.580, t(58) = 15.092, p < .001. The model explained approximately 79.7% of the variance in perceived student discipline (R² = .797; adjusted R² = .794), indicating a strong association within the analyzed sample. Nevertheless, the findings should not be interpreted causally because both variables were assessed through the same respondent group, the study employed a cross-sectional design, potential confounding variables were not controlled, and the data represent a historical school context. The study concludes that effective planning, coordination, implementation, and monitoring of discipline programs are closely associated with teachers’ positive evaluations of student discipline. These findings imply that school leaders should strengthen collaborative, consistent, transparent, educational, and student-supportive discipline management while integrating teacher perceptions with objective disciplinary records and multi-informant evidence.
Penguatan Nilai Toleransi melalui Pembelajaran Pendidikan Agama Islam Berbasis Diferensiasi pada Kelas Inklusif: Studi Kasus di SD Negeri 33 Pangkalpinang Septia Fahiroh; Auliani Oktara; Fitri Oviyanti; Leny Marlina
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.425

Abstract

Low tolerance among students in inclusive classrooms is reflected in limited respect for differences in ability and learning backgrounds, while Islamic Religious Education (PAI) has not always adequately accommodated student diversity. This study aimed to analyze the strengthening of tolerance values through differentiated PAI instruction in an inclusive classroom at SD Negeri 33 Pangkalpinang. The study was grounded in differentiated instruction, moral development, and rights-based inclusive education perspectives. A qualitative case-study design was employed, involving the PAI teacher, school principal, and students selected through purposive sampling. Data were collected through classroom observations, in-depth interviews, and documentation and were analyzed interactively through data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation and member checking. The findings revealed that differentiated PAI instruction strengthened tolerance through needs-responsive planning, heterogeneous group learning, peer support, reflective activities, and teacher modeling. These practices enabled students with diverse learning profiles to participate meaningfully, develop empathy, cooperate, and respect differences. The findings indicate that differentiated PAI instruction functions not only as an inclusive pedagogical strategy but also as a mechanism for character formation by structuring equitable participation and social interaction among students. Therefore, differentiated PAI instruction offers a relevant pedagogical pathway for integrating inclusive education with tolerance development, while future studies should employ more systematic documentation and standardized measures of tolerance.
Menumbuhkan Literasi Lingkungan dan Self-Confidence Melalui Model Pembelajaran Contextual Teaching and Learning Berorientasi Nilai Lingkungan dalam Pembelajaran Biologi Bayu Anshor Mursalin; Edo Wijaya; Ambar Indriyani; Tisya Selviani Ariyamti
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.533

Abstract

Environmental literacy and student character development are essential to be improved, given the increase in national waste generation to 31.32 million tons by 2024 and the low self-confidence of children, according to the International Women's Day 2022 survey. In addition, preliminary research shows that students have low self-confidence and environmental literacy. Therefore, this study aims to evaluate how effective the environmental values-oriented contextual Teaching and Learning (CTL) model is in increasing students' knowledge and confidence about biology in secondary school. This research method uses a quasi-experimental approach with a non-equivalent control group design. The experimental class obtained learning using the CTL model that integrated environmental values (ecocentric), while the control class received conventional learning. Data was obtained through environmental literacy tests, validated self-confidence questionnaires, and observation sheets. The reliability of all devices is very high (Cronbach's alpha, α > 0.80). The results of independent t-test samples, correlation analysis, and regression analysis showed that the experimental group obtained significantly higher post-test scores and N-gain values than the control group, both for environmental literacy (N-gain 0.80; high category) and confidence (N-gain 0.74; high category). Regression analysis showed that the environmental value-oriented CTL model contributed 70.3% to the increase. The results of this study show that contextual learning that integrates environmental values not only improves students' conceptual understanding but also enhances their affective aspects. Therefore, the environmental value-oriented CTL model can be an effective pedagogical strategy to help curriculum reform and teacher professional development in increasing environmental awareness and character formation of students.
Pengembangan E-LKPD Berbasis Liveworksheets untuk Meningkatkan Kemampuan Scientific Reasoning Peserta Didik SMP Deska Mayangsari; Guntur Cahaya Kusuma; Rahma Diani
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.555

Abstract

This study aims to develop and evaluate Liveworksheets-based electronic student worksheets (E-LKPD) designed to strengthen junior high school students' scientific reasoning in the topic of motion and force. The study was motivated by needs-analysis findings indicating that science learning in three schools in Bandar Lampung still relied heavily on static printed worksheets and teacher-centered explanation, limiting students' opportunities to formulate hypotheses, interpret evidence, and justify conclusions. The research employed a research-and-development design adapted from Borg and Gall, limited to seven stages: potential and problem analysis, data collection, product design, design validation, design revision, limited product testing, and final product revision. The product was validated by material and media experts and tested with 70 students and science teachers from SMP Negeri 5 Bandar Lampung, MTs Negeri 2 Bandar Lampung, and MTs Masyariqul Anwar. The results showed that the E-LKPD was highly valid according to material experts (91.25%) and media experts (93.10%). Teacher responses reached 92.45% in the very practical category, while student responses reached 90.78% in the very attractive category. The scientific reasoning-oriented tasks were rated strongest in evidence-based conclusion-making and data interpretation. These findings indicate that Liveworksheets-based E-LKPD is feasible, practical, and attractive as a digital science learning resource that scaffolds scientific reasoning through interactive worksheets, multimedia prompts, and automatic feedback. The study contributes to technology-integrated science worksheet development for lower secondary education.
Pengaruh Model Conceptual Understanding Procedures Berbantuan PhET Simulation terhadap Hasil Belajar IPA SMP Nur Hidayah; Yuberti; Ardian Asyhari
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.556

Abstract

This study examined the effect of the Conceptual Understanding Procedures (CUPs) learning model assisted by PhET Simulation on junior secondary students' science learning outcomes. The study was motivated by low cognitive achievement in Grade VIII science, particularly motion concepts, and by the need for instruction that combines structured conceptual negotiation with interactive visualization. A quasi-experimental nonequivalent control group design was employed with 60 Grade VIII students at MTs Muhammadiyah Sukarame Bandar Lampung. Class VIII A served as the experimental class and learned through CUPs assisted by PhET Simulation, whereas Class VIII B received direct instruction. Data were collected using pretest and posttest instruments, classroom-observation sheets, and documentation. The test instrument met the criteria of validity, reliability, difficulty level, and discrimination index. The experimental class obtained a higher posttest mean score (82.13) than the control class (70.27). The independent-samples t-test indicated a significant difference, t(58)=5.78, p<0.001, with a large effect size (Cohen's d=1.49). The N-gain score of the experimental class was 0.71, while the control class reached 0.49. These findings indicate that CUPs assisted by PhET Simulation strengthens conceptual understanding, cognitive engagement, and science learning outcomes by integrating individual reasoning, triplet discussion, whole-class negotiation, and interactive visualization. The study implies that science teachers should combine guided simulation worksheets with structured conceptual dialogue to support meaningful reconstruction of motion concepts.
Pengaruh Model Pembelajaran Kooperatif Tipe Two Stay Two Stray terhadap Keaktifan dan Berpikir Kreatif Siswa dalam Pembelajaran Fisika Antomi Saregar; Sely Saputri; Vandan Wiliyanti
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.558

Abstract

This study investigated the effect of the Two Stay Two Stray (TSTS) cooperative learning model on students' learning activeness and creative thinking in physics learning. The study was grounded in the need to strengthen active participation and creative idea generation in Grade VIII physics, particularly on mechanical wave concepts. A quasi-experimental method with a nonequivalent control group design was employed. The sample consisted of 64 students of SMP Negeri 5 Bandar Lampung, with 32 students in the experimental class and 32 students in the control class. The experimental class learned using TSTS, whereas the control class received conventional instruction. Data were collected through a creative-thinking essay test, learning-activeness observation sheets, interviews, and documentation. Creative thinking was assessed through fluency, flexibility, originality, and elaboration, while activeness was observed through physical, mental, and social participation. The results showed that the experimental class outperformed the control class in both activeness (86.41% vs. 71.09%) and creative-thinking posttest scores (82.34 vs. 70.28). Independent-samples t-tests indicated significant differences in learning activeness, t(62)=5.03, p<0.001, and creative thinking, t(62)=4.86, p<0.001. The N-gain of creative thinking reached 0.70 in the experimental class and 0.49 in the control class. These findings imply that TSTS can be used as a structured cooperative strategy to increase peer interaction, expand information exchange across groups, and support creative responses in physics learning. Further studies are recommended to test TSTS across different physics topics, integrate it with digital or experiment-based media, and examine the quality of student interaction during group mobility.
Pengembangan Instrumen Kemampuan Berpikir Kritis dan Kreatif dalam Konteks Socioscientific Issues pada Materi Sumber Energi untuk Siswa SMA Nurul Diah Azhari; Yuberti; Irwandani
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.560

Abstract

The changing orientation of physics assessment requires instruments that measure not only conceptual mastery but also students’ ability to evaluate evidence, construct arguments, and formulate solutions to socio-scientific problems. This study aimed to develop and evaluate the feasibility of an instrument for assessing critical and creative thinking skills in the context of socioscientific issues (SSI) on energy sources for senior high school students. The study employed the 4D development model, limited to the define, design, and develop stages. The research subjects consisted of three expert validators, one physics teacher, and 34 Grade X science students at MA Guppi Banjit Way Kanan as users in a limited trial. The product consisted of 12 contextual essay items integrating issues of energy sources, fossil energy limitations, renewable energy, and socio-environmental impacts. Data were collected using validation sheets for assessment experts, material experts, and language experts, teacher response questionnaires, student response questionnaires, and readability testing. The validation results showed that the instrument was in the highly feasible category, with an average score of 91.67% from the assessment expert, 89.58% from the material expert, and 90.63% from the language expert. The teacher response reached 92.50%, while the student response reached 88.72%, both categorized as highly feasible. These findings imply that the SSI-based instrument can be used by teachers as a diagnostic and formative assessment tool to map the quality of students’ argumentation, evidence evaluation, and creative solutions in learning about energy sources.
Pengembangan Instrumen Penilaian Berbasis Project-Based Learning untuk Menilai Karakter Peduli Lingkungan pada Mahasiswa Eka Yunita Rhomadona; Sri Latifah; Yani Suryani
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.571

Abstract

This study aimed to develop and examine the quality of a Project-Based Learning (PjBL)-based assessment instrument for assessing and supporting university students' environmental care character in an environmental physics course. The study was motivated by preliminary findings showing low percentages in learning ease (44.4%), PjBL familiarity (39.9%), assessment-instrument availability (33.2%), and environmental care character (24.9%). The research employed a research-and-development design using the ADDIE model: analysis, design, development, implementation, and evaluation. The participants consisted of expert validators, two lecturers, 20 students in a small-group trial, and 58 sixth-semester physics education students in a field trial. The product comprised project tasks, self-assessment sheets, peer-assessment sheets, observation rubrics, project-product rubrics, and reflective journals related to appropriate technology and environmental problem solving. Data were collected through expert-validation sheets, response questionnaires, validity-reliability testing, and implementation documentation. The findings indicated that the instrument was rated highly feasible by assessment experts (92.31%), material experts (90.63%), and language experts (91.07%). Empirical testing showed that 22 of 24 items met the validity criterion and the reliability coefficient reached 0.89. Lecturer responses reached 91.25%, while student responses reached 88.84%, both in the very feasible category. In the observed implementation, the environmental care character score increased from 49.18 to 83.42 with an N-gain of 0.67. These results suggest that the developed PjBL-based assessment instrument has adequate validity, reliability, and practicality for assessing environmental care character in higher education, although broader implementation is still needed to strengthen generalizability.
Pembelajaran Pendidikan Agama Islam Berbasis Ekoteologi: Penguatan Kesadaran Lingkungan di SMA Negeri 1 Jati Agung Latifah Nurrahma Dewi; Subandi; Ais Isti'ana
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.585

Abstract

Environmental awareness is an important concern in Islamic Religious Education because students are expected not only to understand religious teachings conceptually but also to apply them through responsible attitudes toward nature and the school environment. This study aimed to analyze the integration of ecotheological values in Islamic Religious Education learning and their role in fostering students’ environmental awareness at SMA Negeri 1 Jati Agung. This study employed a qualitative descriptive approach. The participants consisted of one Islamic Religious Education teacher and 10 students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed thematically through data reduction, data display, and conclusion drawing. Data credibility was strengthened through triangulation of data collection techniques. The findings showed that ecotheological values were integrated through contextual explanations connecting Islamic teachings with environmental responsibility, environmental-based learning activities, teacher role modeling, school cleanliness programs, classroom duty schedules, Friday cleaning activities, and creative assignments related to environmental care. Supporting factors included school policies, teacher commitment, student participation, and the availability of environmental facilities. However, the implementation was constrained by inconsistent student awareness, limited instructional media, and restricted learning time. These findings indicate that integrating ecotheological values into Islamic Religious Education can strengthen students’ understanding of environmental responsibility as part of religious practice. Effective implementation requires consistent teacher modeling, supportive school policies, adequate learning resources, and continuous environmental habituation.
Quizizz dalam Pembelajaran PAI: Pengaruh Game-Based Learning terhadap Motivasi Belajar Peserta Didik Alif Dhio Putra; Wan Jamaluddin; Uswatun Hasanah
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.664

Abstract

Student learning motivation in Islamic Religious Education remains a significant challenge, particularly when instructional activities are conducted conventionally and provide limited opportunities for active participation. Such learning conditions may reduce students’ enthusiasm, engagement, and willingness to understand the learning materials. This study aimed to examine the effect of the Quizizz-based Game-Based Learning model on students’ learning motivation in Islamic Religious Education at SMK Negeri 7 Bandar Lampung. A quantitative approach was employed using a quasi-experimental method with a posttest-only control group design. The research sample consisted of two Grade X classes. The experimental class received instruction using the Quizizz-based Game-Based Learning model, whereas the control class was taught using conventional instructional methods. Data were collected after the intervention through a learning motivation questionnaire developed using a Likert scale. The data were analyzed using normality, homogeneity, and independent-samples t-tests with SPSS. The results indicated that the data were normally distributed and homogeneous. The t-test produced a significance value of 0.001, which was lower than 0.05, demonstrating a statistically significant difference in learning motivation between the experimental and control classes. Therefore, the Quizizz-based Game-Based Learning model significantly influenced students’ learning motivation in Islamic Religious Education. These findings suggest that integrating gamification through Quizizz can provide a more engaging, interactive, and relevant learning experience for students in the digital era.

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