Tirai Edukasi : Jurnal Pendidikan
TIRAI EDUKASI: Jurnal Pendidikan is a scientific publication managed by the Science Education Study Program and published by the Institute for Research and Community Service (LPPM), Universitas Qamarul Huda Badaruddin. The journal serves as a platform for researchers, educators, practitioners, and policymakers to disseminate original research, conceptual papers, and reviews in the field of education. The scope of the journal covers, but is not limited to, the following areas: Science Education: teaching and learning strategies, curriculum development, assessment and evaluation, integration of technology in science learning, and innovations in science pedagogy. Educational Technology: digital learning environments, e-learning, mobile learning, artificial intelligence in education, and technology-enhanced teaching and assessment. Educational Psychology and Pedagogy: motivation, critical thinking, problem-solving skills, creativity, scientific attitudes, and scientific process skills. Curriculum and Instruction: curriculum design, classroom practices, interdisciplinary approaches, and competency-based learning. Teacher Education and Professional Development: teacher training, reflective practices, instructional leadership, and teacher competencies. Educational Policy and Management: school leadership, quality assurance in education, inclusive education, and educational innovation for sustainable development. The focus of the journal is to publish scholarly works that contribute to the advancement of theory, practice, and policy in education, particularly those that promote innovation, critical engagement, and transformative learning in various educational contexts. The journal welcomes manuscripts that highlight empirical research, theoretical analyses, or practical applications with relevance at local, national, or international levels.
Articles
140 Documents
<![CDATA[Analisis Budaya Literasi Siswa pada Mata Pelajaran Ekonomi Kelas X di SMAN 1 Labuapi ]]>
<![CDATA[Wiwin Respa Dewi]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/4zmhca06
<![CDATA[Penelitian ini mengkaji penerapan budaya literasi siswa dalam pembelajaran mata pelajaran ekonomi kelas X di SMAN 1 Labuapi serta implikasinya terhadap pemahaman konsep ekonomi. Penelitian menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi yang melibatkan siswa kelas X dan guru pengampu ekonomi. Hasil penelitian menunjukkan bahwa budaya literasi siswa belum optimal, ditandai rendahnya minat baca dan kurang konsistennya kebiasaan membaca. Namun, penerapan metode pembelajaran berbasis literasi, seperti pengaitan materi dengan kehidupan sehari-hari dan quis belajar, memberikan dampak positif pada peningkatan kemampuan literasi kritis serta pemahaman ekonomi. Implikasi budaya literasi signifikan meningkatkan kualitas pembelajaran dan keterampilan berpikir kritis siswa.]]>
<![CDATA[Pengaruh Penggunaan Media Pembelajaran Berbasis YouTube dalam Meningkatkan Minat Belajar Siswa pada Mata Pelajaran Ekonomi ]]>
<![CDATA[Linda Purnamawati]]>;
<![CDATA[Marazaenal Adipta]]>;
<![CDATA[Sahabudin Sahabudin]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/tzw7ym44
<![CDATA[This study aims to determine the influence of YouTube-based learning media on students’ learning interest in Economics at SMA Negeri 1 Pringgarata. The research applied a one-group pretest-posttest experimental design with a sample of 36 eleventh-grade students. The research instrument was a learning interest questionnaire consisting of 15 Likert-scale items that had been tested for validity and reliability (? = 0.834). Data were collected through pretest and posttest, then analyzed using the Shapiro-Wilk normality test and paired sample t-test. The findings showed an increase in the average score from 47.61 (pretest) to 67.42 (posttest), with a mean difference of 19.81. The paired sample t-test result was t(35) = 19.577, p < 0.001. Indicating a significant practical effect. Therefore, YouTube-based learning media proved effective in enhancing students’ interest in learning Economics.]]>
<![CDATA[Peran Guru Dalam Menerapkan Pendidikan Karakter Pada Pembelajaran Ekonomi di SMAN 1 Pringgarata ]]>
<![CDATA[Fitria Rahmawati]]>;
<![CDATA[Muzakir Muzakir]]>;
<![CDATA[Sapka Mawarzani]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/ck46x653
<![CDATA[This study aims to describe and analyze the role of teachers in implementing character education in economics learning at SMAN 1 Pringgarata. The character education in this study includes three main components based on Lickona’s framework: moral knowing, moral feeling, and moral action, which are integrated into the three stages of economics learning— introduction, core activities, and closing. This research employs a qualitative approach with a case study design. Data collection techniques include observation, interviews, and document analysis. The findings reveal that teachers play the roles of role models, motivators, and evaluators in implementing character education in economics classes. Teachers actively guide students both directly during the learning process and through personal approaches outside the classroom.]]>
<![CDATA[An Analysis of Students’ Difficulties in Understanding English Reading Texts at Class VIII MTs Qamarul Huda Level ]]>
<![CDATA[Nurainun Putri]]>;
<![CDATA[Hasbullah Hasbullah]]>;
<![CDATA[Herman Herman]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/93n66y79
<![CDATA[This study investigates the difficulties faced by eighth-grade students at MTs Qamarul Huda in understanding English reading texts and the factors contributing to these challenges. Data were gathered through reading tests, classroom observation, interviews, and documentation. The findings revealed that students primarily struggled with limited vocabulary, identifying main ideas, making inferences, and understanding details. The root causes were both linguistic such as insufficient vocabulary and complex sentence structures and non-linguistic, including lack of motivation, poor reading habits, and monotonous teaching strategies. The study suggests implementing interactive teaching methods and vocabulary enrichment to improve reading comprehension. These findings provide valuable insights for teachers, students, and researchers to enhance English reading instruction]]>
<![CDATA[Teaching Vocabulary by Using Short Stories: A Study at MTs Nashriyah NW Sekunyit ]]>
<![CDATA[Maulida Maulida]]>;
<![CDATA[Karyawan Putraidi]]>;
<![CDATA[Ria Hendriani]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/k9b3pf38
<![CDATA[Abstract: This study investigates the effectiveness of using short stories as a medium to improve vocabulary acquisition among second-grade students at MTs Nashriyah NW Sekunyit in the academic year 2025/2026. The research employed a quantitative pre-experimental design with one group pre-test and post-test. The sample consisted of 25 students selected purposively. A vocabulary test comprising 25 multiple-choice items was administered before and after treatment. Results revealed a significant improvement in students’ vocabulary mastery, with mean scores increasing from 33.44 in the pre-test to 60.96 in the post-test. The paired sample t-test showed a t-count of -9.752 with a significance value of 0.001 (<0.05), indicating a significant effect of short stories on vocabulary acquisition. These findings suggest that incorporating short stories in language classrooms provides an engaging and effective approach for vocabulary learning.]]>
<![CDATA[The Use of Flipped Learning with Technology Integration to Improve Students’ Speaking Skills at MA Al-Ilham NW Selusuh ]]>
<![CDATA[Raodatul Hikmah]]>;
<![CDATA[Karyawan Putraidi]]>;
<![CDATA[Ahmad Syukron Sidik]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/w2w2q083
<![CDATA[This Study Investigates The Effectiveness Of A Flipped Learning Model Integrated With Technology In Improving Students’ Speaking Skills At MA Al-Ilham NW Selusuh. Employing A Quantitative Experimental Design With A One-Group Pre-Test And Post-Test, The Research Involved 20 Tenth-Grade Students Across Six Learning Sessions. Students Accessed Instructional Videos Outside The Classroom And Participated In Speaking Activities During Class Sessions. Data Were Collected Using Multiple-Choice Tests And Questionnaires. Results Revealed Significant Improvement In Students’ Speaking Ability, With Mean Scores Increasing From 44.75 (Pre-Test) To 73.50 (Post-Test). A Paired Sample T-Test Confirmed The Significance Of The Improvement (T = -14.750, P < 0.001). Questionnaire Analysis Indicated Positive Perceptions Of Flipped Learning And Technology Integration, Including Enhanced Motivation, Confidence, And Classroom Participation. The Findings Demonstrate That Flipped Learning, When Supported By Technology, Is An Effective Pedagogical Approach To Fostering Students’ Speaking Competence And Can Be Considered An Innovative Strategy For English Language Teaching In Indonesian Secondary Schools.]]>
<![CDATA[Pengaruh Lingkungan Sekolah Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran Ekonomi Kelas X/8 SMA Negeri 1 Pringgarata ]]>
<![CDATA[Sapriatin Sapriatin]]>;
<![CDATA[Suandi Suandi]]>;
<![CDATA[Sahabudin Sahabudin]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/zk3rca78
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh lingkungan sekolah terhadap motivasi belajar siswa pada mata pelajaran Ekonomi kelas X/8 di SMA Negeri 1 Pringgarata. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei. Sampel penelitian adalah 32 siswa yang diambil dengan teknik sampling jenuh. Data dikumpulkan melalui angket lingkungan sekolah dan motivasi belajar siswa yang telah diuji validitas serta reliabilitasnya. Analisis data dilakukan dengan regresi linier sederhana menggunakan SPSS versi 25. Hasil penelitian menunjukkan bahwa lingkungan sekolah berpengaruh positif dan signifikan terhadap motivasi belajar siswa, dibuktikan dengan nilai signifikansi 0,008 < 0,05 dan nilai t_hitung 2,822 > t_tabel 2,042. Dengan demikian, kondisi lingkungan sekolah yang mencakup aspek fisik, sosial, dan akademis berperan penting dalam meningkatkan motivasi belajar siswa.]]>
<![CDATA[Implementasi Pendidikan Karakter Dalam Program Boarding School di MTs N 2 Surakarta ]]>
<![CDATA[Yasmin Fathimah]]>;
<![CDATA[Desti Widiani]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/5db9yh76
<![CDATA[Penelitian ini dilatarbelakangi oleh meningkatnya degradasi moral di kalangan remaja, yang ditandai dengan meningkatnya kasus kenakalan remaja serta masih ditemukannya perilaku bullying verbal di lingkungan sekolah. Program boarding school dipandang sebagai salah satu alternatif dalam pembentukan karakter karena memungkinkan pembinaan yang lebih intensif dan berkelanjutan. Penelitian ini bertujuan untuk mendeskripsikan implementasi pendidikan karakter dalam program boarding school di MTs Negeri 2 Surakarta Tahun Ajaran 2025/2026 serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian lapangan (field research). Hasil penelitian menunjukkan bahwa implementasi pendidikan karakter dilakukan melalui pembiasaan ibadah, pembiasaan keagamaan, pembiasaan kedisiplinan dan kemandirian, keteladanan serta pembinaan oleh guru pembina, dan pemberdayaan organisasi siswa melalui OSBS. Kegiatan tersebut menjadi sarana pembentukan karakter melalui pembiasaan dan pengalaman langsung dalam kehidupan berasrama. Faktor pendukung meliputi sarana dan prasarana yang memadai, program yang terstruktur, keteladanan dan pengawasan pembina, dukungan lingkungan, serta penerapan reward dan punishment yang edukatif. Adapun faktor penghambat meliputi kurangnya kesadaran sebagian siswa, proses adaptasi pada awal masuk asrama, serta pengaruh teman sebaya.]]>
<![CDATA[Analisis Komparatif Penerapan Strategi Pembelajaran Inovatif Dalam Meningkatkan Keaktifan, Kreativitas, Motivasi Belajar, Pengelolaan Kecemasan, Dan Keterampilan Passing Bawah Siswa Di SMA ]]>
<![CDATA[Naziva Putri Permatasari]]>;
<![CDATA[Aulia Iffa Safitri]]>;
<![CDATA[Imam Anugrah]]>;
<![CDATA[Dewi Wulanndari]]>;
<![CDATA[Alya Wulanndari]]>;
<![CDATA[Muhamad Rizqi]]>;
<![CDATA[Ayu Ernawati]]>;
<![CDATA[Farizal Imansyah]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/m9s1xq40
<![CDATA[This study analyzes the implementation of seven innovative learning strategies during the School Field Introduction Program (PLP) at SMA PGRI 1 Palembang (March-May 2026): (1) Think-Pair-Share (TPS) model in simple songwriting for Grade X (Naziva Putri Permatasari), (2) melodica-based learning on the national anthem Garuda Pancasila for Grade XI (Aulia Iffa Safitri), (3) Quizizz media to enhance engagement in Healthy Living Activities in PJOK for Grade XI (Imam Anugrah), (4) short-distance running to improve PJOK motivation in Grade X (Dewi Wulanndari), (5) management of emotional influence on backward roll anxiety in Grade X (Alya), (6) deep learning-based PJOK on handball, athletics, softball, and floor gymnastics in Grade X (Muhamad Rizqi), and (7) cooperative learning strategies to improve volleyball underhand passing in Grade X (Ayu Ernawati). A qualitative descriptive method was applied through observation, teaching assistance, and independent practice. Results indicate all seven strategies effectively enhanced student engagement, creativity, motivation, and self-confidence. The cooperative learning approach proved effective in improving volleyball underhand passing skills and fostering collaboration through heterogeneous small-group models.]]>
<![CDATA[Model Pembelajaran Proyek Kolaborasi Berbasis Potensi Lokal Pada Praktikum IPA Sebagai Strategi Peningkatan Kemampuan Berpikir Kritis: Systematic Literature Review ]]>
<![CDATA[sudirman sudirman]]>;
<![CDATA[Nora Listantia]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 9 No. 1 (2026): Tirai Edukasi Juni 2026 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/vtcq2b78
<![CDATA[Kemampuan berpikir kritis merupakan salah satu kompetensi esensial Abad 21 yang harus dikembangkan melalui pembelajaran sains, khususnya praktikum IPA. Namun, pelaksanaan praktikum konvensional seringkali bersifat mekanistis dan kurang kontekstual. Penelitian ini bertujuan untuk menyintesis tren, sintaks, dan efektivitas model pembelajaran proyek kolaborasi berbasis potensi lokal pada praktikum IPA dalam meningkatkan kemampuan berpikir kritis siswa selama periode lima tahun terakhir (2021–2025). Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengikuti protokol PRISMA. Pencarian literatur dilakukan pada database Scopus, Sinta, dan Google Scholar dengan kata kunci yang relevan. Berdasarkan kriteria inklusi dan eksklusi, diperoleh 15 artikel utama yang dianalisis secara mendalam. Hasil ulasan menunjukkan bahwa integrasi potensi lokal (seperti etnosains, kearifan lokal, dan potensi alam daerah) dalam proyek kolaborasi praktikum mampu mendongkrak kemampuan berpikir kritis, terutama pada indikator analisis, evaluasi, dan inferensi. Kolaborasi antar siswa dalam merancang dan memecahkan masalah proyek berbasis realitas lingkungan sekitar memberikan pengalaman belajar yang bermakna dan autentik. Selain itu, artikel ini berhasil merumuskan sintaks standar model pembelajaran proyek kolaborasi berbasis potensi lokal yang terdiri atas lima tahapan utama: orientasi masalah lokal, perencanaan proyek kolaboratif, investigasi laboratorium mandiri, pengembangan karya kreatif, dan evaluasi-refleksi. Tantangan utama yang diidentifikasi meliputi manajemen waktu dan kesiapan instrumen asesmen. Kesimpulannya, model ini terbukti efektif sebagai strategi inovatif untuk memberdayakan keterampilan berpikir kritis dalam pembelajaran IPA]]>
