Jurnal Indonesia Pendidikan Profesi Guru
Jurnal Indonesia Pendidikan Profesi Guru (JIPPG) (Online ISSN 3063-0797, Print ISSN 3063-0827) is a peer-reviewed, open-access academic journal dedicated to advancing and disseminating state-of-the-art knowledge in the field of teacher professional education. The journal aims to serve as a platform for scientific publications, promoting high-quality research findings, supporting evidence-based theory and practice, and providing an academic forum for researchers, scholars, professionals, teachers and college students to explore, share, and discuss critical ideas, strategic issues, innovations, implications, and scientific contributions in teacher professional education. Aims: Jurnal Indonesia Pendidikan Profesi Guru (JIPPG) aims to promote excellence by publishing high-quality research findings and providing a global platform for researchers, academicians, sofessionals, teachers, college students, and education practitioners to share and discuss emerging issues and developments in teacher professional education through a scientific approach. Focus and Scope: JIPPG focuses on publishing original, high-quality articles that address current issues and emerging trends through research findings and literature reviews in the field of teacher professional education. The scope of this journal encompasses a wide range of topics relevant to contemporary developments in teacher professional education, including: Teacher Professional Development: (1) Pedagogy and Teacher Competency Development; (2) Classroom Action Research in Teacher Education; (3) Teacher Competency Development; (4) Technology in Teaching and Learning; (5) Curriculum and Instructional Development:
Articles
40 Documents
<![CDATA[Efforts to Improve Junior High School Students’ Learning Motivation through the Implementation of Ice Breaking in Islamic Religious Education Learning ]]>
<![CDATA[Iftisa Oktika Sari]]>;
<![CDATA[Azizah Aryati]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 1 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i1.396
<![CDATA[Background: Learning motivation is a crucial factor influencing students’ academic success, particularly in Islamic Religious Education, which is often perceived as monotonous. Low learning motivation among seventh-grade students at SMP Negeri 32 Satu Atap Kaur highlights the need for innovative instructional strategies to create an engaging learning environment. Objective: This study aims to examine the effect of icebreaking activities on improving students’ learning motivation in Islamic Religious Education subjects. Method: The research employed Classroom Action Research (CAR) across two cycles. Data were collected using learning motivation questionnaires and classroom observations. Result: The average student motivation score in the pre-cycle stage was 60.5, with classical completeness reaching only 30%. After implementing icebreaking activities in Cycle I, the average score increased to 68.7, with classical completeness improving to 60%. In Cycle II, the use of more varied, interactive icebreaking activities further increased the average motivation score to 80.2, with classical completeness reaching 90%. These findings demonstrate that icebreaking activities are effective in enhancing students’ learning motivation, fostering a positive classroom atmosphere, and encouraging active participation. Conclusion: Regular integration of icebreaking activities can significantly improve student motivation in Islamic Religious Education. Contribution: This study provides practical insights for teachers on implementing innovative, student-centered learning strategies.]]>
<![CDATA[Meningkatkan Hasil Belajar Siswa Sekolah Dasar pada mata Pelajaran Pendidikan Agama Islam menggunakan Model Pembelajaran Problem Based Learning ]]>
<![CDATA[Hasan Komarudin]]>;
<![CDATA[Pasmah Chandra]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 1 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i1.429
<![CDATA[Background: This study is motivated by the low levels of student engagement and learning outcomes in Islamic Religious Education, mainly due to the dominant use of conventional teaching methods, such as lectures, which limit student participation in the learning process. This condition underscores the need for a more innovative, student-centered learning model. Objective: The purpose of this study is to examine the improvement of Islamic Religious Education learning outcomes through the implementation of the Problem-Based Learning model among fourth-grade students at SD Dasar Negeri 23 Mukomuko. Method: The study employs Classroom Action Research conducted through four stages: planning, implementation, observation, and reflection. Data were collected using tests and observations to measure students’ learning outcomes and engagement before and after the intervention. Findings: The results indicate that implementing the Problem-Based Learning model significantly improved students’ learning outcomes, as reflected in increases in average scores from 62.25 in the pre-cycle to 70.75 in Cycle I and 86.5 in Cycle II, with the percentage of students achieving mastery rising to 95%. Conclusion: Problem-Based Learning is efficacious in improving learning outcomes in Islamic Religious Education. Contributions: This study provides practical guidance for teachers on developing more active and meaningful Islamic Religious Education at the elementary school level.]]>
<![CDATA[The Effect of the Inquiry Learning Model on Junior High School Students’ Learning Achievement in Indonesian Language Subjects ]]>
<![CDATA[Intan Anggriani]]>;
<![CDATA[Randi Randi]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 1 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i1.463
<![CDATA[Background: Indonesian language learning at the junior high school level still faces challenges, including low student achievement, often due to the use of teaching models that do not actively engage students. Therefore, it is necessary to implement a learning model that encourages student participation, such as the Inquiry Learning Model. Objective: This study aims to examine the effect of the Inquiry Learning Model on the achievement in Indonesian language learning of eighth-grade students at SMP Negeri 5 Bengkulu City. Method: The research employed a quasi-experimental design with an experimental and a control class. Data were collected through achievement tests, and analysis was conducted using SPSS version 27, including tests for normality and homogeneity, and hypothesis testing. Findings: The results showed that the experimental class increased from 57.40 to 83.20, while the control class increased from 58.80 to 72.60. The t-test results indicated a t-value of 4.520 with a significance level of 0.000, leading to the rejection of H₀ and acceptance of H₁. Conclusion: The Inquiry Learning Model has a significant effect on students’ achievement in Indonesian language learning. Contribution: This study provides empirical evidence and serves as a reference for teachers in implementing active, student-centered learning approaches.]]>
<![CDATA[Peningkatan Kemampuan Siswa Sekolah Menganalisis Arti, Makna dan Melafalkan Al-Asmaul Al-Husna melalui Media Audio-Visual ]]>
<![CDATA[Rustam Samsi Hidayat]]>;
<![CDATA[Mus Mulyadi]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 1 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i1.464
<![CDATA[Background: Learning outcomes in Islamic Religious Education, particularly in understanding and reciting al-Asmaul al-Husna, are often constrained by conventional teaching methods that emphasise memorisation and provide limited opportunities for student engagement. Objective: This study aimed to examine improvements in students’ ability to analyse the meaning and correctly recite al-Asmaul al-Husna through the application of audiovisual media in Islamic Religious Education. Method: The study employed a classroom action research design conducted at SDN 36 Bengkulu Selatan in 2023. The participants consisted of 24 fourth-grade students. Data were collected through classroom observations and achievement tests, while data analysis was conducted by comparing students’ learning outcomes with the Minimum Completeness Criteria (KKM) across learning cycles. Findings: The findings revealed a consistent increase in students’ learning outcomes across three learning cycles. The use of audiovisual media significantly enhanced students’ ability to analyse the meanings of al-Asmaul al-Husna and accurately recite it, as well as their engagement during the learning process. Conclusion: The integration of audiovisual media proved effective in improving learning outcomes in Islamic Religious Education, particularly by enhancing students’ conceptual understanding and accuracy in reciting al-Asmaul al-Husna. Contribution: This study offers practical insights for teachers and prospective educators by demonstrating that engaging, technology-based audiovisual media can foster active learning, increase student motivation, and strengthen students’ understanding of Islamic religious concepts.]]>
<![CDATA[Improving Elementary School Students’ Learning Outcomes in Islamic Religious Education through Video-Based Instruction on the Exemplary Values of Asmaul Husna ]]>
<![CDATA[Nanik Sugianti]]>;
<![CDATA[Aam Amaliyah]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 1 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i1.467
<![CDATA[Background: Learning outcomes in elementary Islamic Religious Education require innovative instructional media to effectively enhance students’ understanding and engagement, particularly in teaching abstract moral and religious values such as the noble examples of Asmaul Husna. Objective: This study aimed to improve students’ learning outcomes through the use of video-based learning media on the noble exemplary values of Asmaul Husna in Islamic Religious Education at SD Negeri 41 Bengkulu Tengah. Method: This study employed a classroom action research method conducted in 2024. Data were collected using observation, learning outcome tests, and documentation. Data analysis was conducted by measuring students’ mastery of learning. Result: The application of video-based learning media in Islamic Religious Education significantly improved students’ learning outcomes. An increase in learning mastery was observed from Cycle I to Cycle II. Finding: Video media enhanced students’ engagement, understanding, and motivation in learning the noble, exemplary values of Asmaul Husna, thereby contributing to improved academic achievement. Conclusion: The use of video-based instruction on the noble exemplary values of Asmaul Husna was effective in improving students’ learning outcomes in Islamic Religious Education. Contribution: This study provides empirical and practical contributions for elementary school teachers by demonstrating the effectiveness of video-based learning media as an instructional strategy to improve learning outcomes.]]>
<![CDATA[Penerapan Model Pembelajaran Games untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar pada Materi Menyambut Usia Baligh dalam Mata Pelajaran Pendidikan Agama Islam ]]>
<![CDATA[Endah Permana Sari]]>;
<![CDATA[Kasmantoni Kasmantoni]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 2 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i2.469
<![CDATA[Background: The low motivation of elementary school students in learning Islamic Religious Education, particularly on the topic of welcoming puberty, highlights the need for innovative and engaging learning models. Learning activities that are still dominated by lecture-based methods often make students passive and less enthusiastic during the learning process. Objective: This study aimed to analyze the implementation of the games-based learning model in improving students’ learning motivation in Islamic Religious Education. Method: This study employed a classroom action research design conducted at SD Negeri 88 Bengkulu Tengah involving fifth-grade students. Data were collected through observations, tests, documentation, and field notes. The data were analyzed descriptively by examining students’ learning motivation and learning mastery in each cycle. Results: The findings revealed that the implementation of the games-based learning model increased students’ motivation, participation, and enthusiasm during the learning process. Students became more active in discussions, asking questions, collaborating with peers, and responding positively to learning activities. Conclusion: The study concludes that the games-based learning model is effective in creating active, enjoyable, and motivating learning experiences in Islamic Religious Education. Contribution: This research contributes to the development of innovative and student-centered learning models in elementary Islamic education]]>
<![CDATA[Improving Elementary School Students’ Learning Outcomes in Islamic Cultural History through Problem-Based Learning ]]>
<![CDATA[Elda Malasari]]>;
<![CDATA[Sukarno Sukarno]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 2 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i2.470
<![CDATA[Background: Low student learning outcomes in the subject of Islamic Cultural History (SKI) are caused by the use of monotonous teaching methods that do not actively engage students in the learning process. Objective: This study aimed to improve students’ learning outcomes by implementing the Problem-Based Learning (PBL) method in the SKI subject on the topic of the Prophet Muhammad’s migration and the establishment of Medina for fourth-grade students at SD Negeri 46 Bengkulu Tengah. Method: This study employed Classroom Action Research (CAR) across two cycles, involving 22 students. Data were collected through tests and observations, and data analysis used mastery learning percentages. Results: The findings revealed that implementing the PBL method significantly improved students’ learning outcomes. In Cycle I, the learning mastery percentage reached 27% with an average score of 64, while in Cycle II it increased to 86% with an average score of 75.5. Students also became more active and engaged during the learning process through problem-solving activities and group discussions. Conclusion: The study concludes that the Problem-Based Learning method is effective in improving students’ learning outcomes in the SKI subject. Contribution: This research provides an innovative instructional strategy to enhance student engagement, critical thinking, and understanding in Islamic Cultural History learning at the elementary school level.]]>
<![CDATA[Meningkatkan Kemampuan Membaca Al-Qur’an Surah Al-Hujurat pada Siswa Sekolah Dasar melalui Metode Card Sort ]]>
<![CDATA[Jayanti Puspita]]>;
<![CDATA[Pasmah Chandra]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 2 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i2.526
<![CDATA[Background: Low student learning outcomes are often associated with low reading interest. Reading interest plays an important role in improving students’ understanding, knowledge, and academic achievement. Therefore, increasing students’ reading interest has become an important concern for teachers and schools. Objective: This study aimed to determine the effect of reading interest on students’ learning outcomes and to identify its contribution to learning achievement. Method: The study employed a correlational associative research design. The research was conducted at SMA Plus Merdeka Soreang during the 2024 academic year. The sample consisted of 38 second-grade students selected using a population sampling technique. Data were collected using reading interest and learning outcomes questionnaires and analysed using Pearson correlation analysis and simple linear regression. Result: The findings revealed a significant positive relationship between reading interest and students’ learning outcomes, with a correlation coefficient of 0.747 and a significance value of 0.000. Conclusion: The study concludes that reading interest strongly influences students’ learning outcomes. Contribution; This research underscores the importance of literacy development programs in improving students’ academic achievement.]]>
<![CDATA[Improving Students’ Ability to Read and Write Surah At-Tiin through the Implementation of the Problem-Based Learning Model among Elementary School Students ]]>
<![CDATA[Aristianah Aristianah]]>;
<![CDATA[Ediansyah Ediansyah]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 2 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i2.532
<![CDATA[Background: The low ability of elementary school students to read and write Surah At-Tiin remains a significant challenge in Islamic Religious Education, as students tend to be less engaged and experience difficulties understanding the material in its context. Objective: This study aimed to improve students’ ability to read and write Surah At-Tiin through the implementation of the Problem-Based Learning (PBL) model among fourth-grade students at SDIT Al-Ihsan Bengkulu Tengah. Method: The study employed a Classroom Action Research (CAR) design conducted in two cycles involving 15 students. Data were collected through observation, tests, and documentation. Results: The findings revealed that implementing the PBL model successfully improved students’ learning outcomes, as indicated by a rise in learning mastery from 13% in the initial condition to 85% in the second cycle. In addition, students became more active, motivated, and collaborative during the learning process. Conclusion: The study concludes that the PBL model is effective in improving students’ ability to read and write Surah At-Tiin. Contribution: This research contributes to the development of more active, contextual, and student-centred instructional strategies in Islamic Religious Education.]]>
<![CDATA[The Effect of the Science, Technology, Engineering, and Mathematics (STEM) Approach on Higher-Order Thinking Skills in Biology Education: A Meta-Analysis ]]>
<![CDATA[Aji Adrian]]>;
<![CDATA[Yulmairosa Yulmairosa]]>;
<![CDATA[Jamila Isdelia]]>
<![CDATA[ Jurnal Indonesia Pendidikan Profesi Guru Vol. 3 No. 2 (2026): Jurnal Indonesia Pendidikan Profesi Guru, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/jippg.v3i2.562
<![CDATA[Background: The demands of 21st-century education require students to possess higher-order thinking skills (HOTS), which can be developed through innovative instructional approaches, such as STEM (Science, Technology, Engineering, and Mathematics) learning in biology education. Objective: This study aims to analyse and synthesise the effects of the STEM approach on students’ higher-order thinking skills in biology learning. Method: This study employed a meta-analysis design using 20 relevant empirical studies published between 2020 and 2026. Data were analysed using effect size techniques to determine the magnitude of the STEM approach’s influence on students’ HOTS. Results: The findings revealed that the effect sizes ranged from 0.47 to 7.60, with most studies demonstrating large to very large effect sizes. These findings indicate that the STEM approach, particularly when integrated with deep learning strategies, has a strong influence on improving students’ higher-order thinking skills. Conclusion: The study concludes that the STEM approach is effective in biology learning for enhancing students’ analytical, evaluative, critical thinking, and problem-solving abilities. Contribution: This study contributes to the growing body of evidence supporting STEM-based learning as an effective instructional approach for developing higher-order thinking skills and strengthening 21st-century competencies in biology education.]]>
