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INDONESIA
Jurnal Sinar Edukasi (JSE)
Published by Institute of Information Technology and Social Science
ISSN : 27213706     EISSN : 27216705     DOI : https://doi.org/10.61346/jse.v1i02
Core Subject : Education,
Education Other
|Jurnal Sinar Edukasi |JSE|is a peer-reviewed journal devoted to publish multidisciplinary issues related to education starting from applied education, traditional value education, health and medical education, tourism education to local and foreign language education in Indonesia and around the world. JSE is a triannual, open access, peer-reviewed, and international e-journal, published in Indonesia. We accept unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, and mixed research methodology related to or associated with multidisciplinary issues in education. JSE is published three times per year by Institute of Information Technology and Social Science (IITSS). All research articles appearing in JSE have undergone a thoroughly blind peer-review.
Arjuna Subject : Umum - Umum
Articles 73 Documents
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Critical thinking skills of teacher education students: A comparative study across study programs Rahmi Syafriyeti; Eko Susetyarini; Atok Miftachul Hudha; Dahrul Aman Harahap
Jurnal Sinar Edukasi Vol 7 No 2 (2026): Jurnal Sinar Edukasi [in progress]
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v7i2.400

Abstract

This study assessed the critical thinking (CT) proficiency of undergraduate students in the Faculty of Teacher Training and Education at Universitas Al Washliyah. This cross-sectional study included 190 undergraduate students from four study programmes: Biology Education, Mathematics Education, English Education, and Indonesian Language Education. The Indonesia Critical Thinking Skills Test (INCRITS) was used to assess CT skills. Data were analysed using descriptive statistics, a one-sample t-test, an independent-samples t-test, Pearson’s correlation, and one-way ANOVA in SPSS version 22. Statistical significance was set at p < .05. Of the 190 participants, 189 had valid total CT scores. The mean CT score was 12.71 (SD = 3.49), which was significantly lower than the predetermined reference value of 17.10, t(188) = −17.29, p < .001. A one-way ANOVA showed a statistically significant difference in CT scores among the four study programmes, F(3, 186) = 12.30, p < .001, η² = .166. Overall, students’ CT performance was below the predetermined reference level. These findings underline the need to strengthen CT development in teacher education, and future research should examine the variables associated with CT among pre-service teachers.
Applying the edutainment method to improve participation and the ability to solve mathematics story problems among grade II elementary school students Yati Sri Dewi; Syahrial Syahrial; Destrinelli Destrinelli
Jurnal Sinar Edukasi Vol 7 No 2 (2026): Jurnal Sinar Edukasi [in progress]
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v7i2.410

Abstract

This study aims to improve participation and the ability to solve mathematics story problems through the application of the edutainment method among Grade II students of SDN 86/IV Jambi City. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles. Each cycle comprised three meetings and followed the stages of planning, acting, observing, and reflecting. The research subjects were 10 Grade II students. Data were collected through participation observation, a story-problem-solving test, interviews, and documentation. The data were analysed qualitatively and quantitatively using percentages, mean scores, and class-wide mastery. The results show that the application of the edutainment method gradually increased student participation. At baseline, no student was in the Active or Very Active category; this rose to 80% at the end of Cycle I and reached 100% in Cycle II. The ability to solve story problems also improved. Class-wide mastery increased from 20% in the pre-cycle to 50% in Cycle I and 90% in Cycle II, while the mean score rose from 65.50 (pre-cycle) to 67.50 (Cycle I) and 91.67 (Cycle II). Thus, the edutainment method can improve students’ participation and ability to solve mathematics story problems.
The application of the problem-based learning model to improve second-grade elementary school students’ writing skills in spelling, word meaning, and conjunctions Vina Desramayana; Syahrial Syahrial; Sukendro Sukendro
Jurnal Sinar Edukasi Vol 7 No 2 (2026): Jurnal Sinar Edukasi [in progress]
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v7i2.411

Abstract

This study aimed to improve the writing skills of second-grade elementary school students through the Problem-Based Learning (PBL) model, focusing on spelling, word meaning, and conjunctions. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model. It was conducted in two cycles of three meetings each, and each cycle comprised planning, acting, observing, and reflecting. The participants were 10 second-grade students at SD Negeri 86/IV Kota Jambi. Data were collected through observation, writing tests, semi-structured interviews, and documentation. Qualitative data were analyzed through data reduction, data display, and conclusion drawing. Quantitative data were analyzed using mean scores and class-wide mastery percentages. The results show a gradual improvement in students’ writing skills. The mean observation score rose from 46.80% in the pre-cycle to 57.56% in Cycle I and 69.02% in Cycle II. In Cycle II, spelling reached 73.33%, conjunctions 68.40%, and word meaning 65.33%. The mean test score increased from 57 in the pre-cycle to 69 in Cycle I and 88 in Cycle II, and class-wide mastery rose from 10% to 30% and then to 90%. The qualitative data also show that students responded positively to problem-solving, discussion, and group work. However, some students still needed reinforcement in punctuation, word meaning, and certain conjunctions. These findings indicate that PBL supports second-grade students’ writing development through active, contextual, collaborative, and problem-oriented learning.

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