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INDONESIA
Educational Journal
Published by Indo Publishing
ISSN : 31101526     EISSN : 31101151     DOI : doi.org/10.63822/edu
Core Subject : Education,
Education Other
Dedicated to the dissemination of high-quality research in the field of education. It focuses on studies related to teaching and learning processes, curriculum development, educational environments, teacher education, educational technology, and education development at various levels. The journal welcomes original empirical research, theoretical contributions, and methodological innovations that advance understanding of how educational systems, instructional strategies, and learning environments can be improved to foster better educational outcomes.
Arjuna Subject : Umum - Umum
Articles 116 Documents
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Evolusi Teori Belajar Kognitivistik: Pemikiran dan Kontribusi Tokoh-Tokoh Pendobrak Paradigma Pendidikan Ahmad, Bima Nawa; Loli, Elma Zakiyyah Faturrahmah Ratu; Putri, Valen Azzahro Mahella; Bakar, M. Yunus Abu
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/x1vwm688

Abstract

Teori belajar kognitivistik muncul sebagai revolusi intelektual terhadap aliran behaviorisme dengan menekankan bahwa belajar adalah proses mental internal yang kompleks, bukan sekadar hubungan mekanistik antara stimulus dan respons. Artikel ini bertujuan untuk mengkaji pemikiran dan kontribusi tokoh-tokoh utama dalam mazhab kognitivistik, yaitu Jean Piaget, Jerome Bruner, Lev Vygotsky, David Ausubel, dan Robert M. Gagne. Melalui metode deskriptif kualitatif, pembahasan mencakup konsep-konsep fundamental seperti tahapan perkembangan kognitif Piaget , teori belajar penemuan (discovery learning) dan kurikulum spiral Bruner , pendekatan sosio-kultural dan Zone of Proximal Development (ZPD) dari Vygotsky , konsep belajar bermakna (meaningful learning) Ausubel , serta teori pemrosesan informasi dan sembilan peristiwa instruksional Gagne. Hasil kajian menunjukkan bahwa meskipun para tokoh memiliki fokus unik—mulai dari adaptasi biologis hingga interaksi sosial—mereka sepakat bahwa pengetahuan dikonstruksi secara aktif oleh individu melalui optimalisasi kemampuan rasional. Implikasi dari berbagai teori ini memberikan landasan kokoh bagi pengembangan kurikulum dan strategi pengajaran modern yang mengedepankan kreativitas, kemandirian, dan pemahaman mendalam.  
Keragaman Penghayatan Kristologis dalam Alkitab Rusmelia, Nada; Singal, Dina Radina; Aprilia, Ifris; Sarmauli, Sarmauli
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/ah8e1g06

Abstract

Penelitian ini bertujuan menganalisis keragaman penghayatan Kristologis dalam Alkitab, faktor-faktor yang mempengaruhinya, serta aplikasinya dalam kehidupan iman Kristen masa kini. Penelitian menggunakan pendekatan kualitatif dengan metode kepustakaan. Hasil penelitian menunjukkan bahwa keragaman penghayatan Kristologis dalam Alkitab tampak dalam berbagai gambaran Yesus. Markus menampilkan Yesus sebagai Hamba yang menderita. Matius menggambarkan Yesus sebagai Raja Mesianik. Lukas menonjolkan Yesus sebagai Juruselamat universal. Yohanes mengangkat Yesus sebagai Logos yang kekal. Paulus menampilkan Yesus sebagai Adam baru, Tuhan, dan Kepala gereja. Ibrani menggambarkan Yesus sebagai Imam Besar, sementara Wahyu menampilkan Yesus sebagai Anak Domba. Faktor-faktor yang mempengaruhi keragaman ini meliputi latar belakang penulis, tujuan teologis, situasi jemaat, konteks budaya, serta pengalaman iman komunitas Kristen perdana. Aplikasi keragaman ini bagi kehidupan iman Kristen masa kini meliputi penghayatan Yesus sebagai penghibur, inspirasi keadilan, dasar sikap inklusif, landasan kebenaran, tanggung jawab ekologis, serta pengayaan makna Perjamuan Kudus. Penelitian ini berkontribusi bagi pengembangan teologi Kristologi sekaligus memberikan implikasi praktis bagi pendidikan agama Kristen dan kehidupan bergereja di Indonesia.
Upaya Meningkatkan Minat Belajar Siswa dalam Pembelajaran Matematika Penjumlahan dan Pengurangan Melalui Problem Based Learning pada Siswa Kelas 1 SD Swasta Gunung Pamah Karo, Aslina Br; Nasution, Ismail Saleh
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/3j4azm08

Abstract

This study aims to increase the interest of first-grade students at Gunung Pamah Private Elementary School in learning mathematics, particularly addition and subtraction, through the application of the Problem-Based Learning (PBL) model. PBL was chosen because this approach involves students in solving real-world problems, encourages active engagement, and builds deep understanding, which is relevant for early childhood education to avoid passive learning. The research used a classroom action research method with two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research subjects were first-grade students at Gunung Pamah Private Elementary School. Data were collected through learning interest questionnaires, observation of student behavior, and documentation of activities. Descriptive analysis was performed to identify changes in learning interest between cycles. The results showed a gradual increase in student learning interest: from a low category in the pre-cycle, increasing to moderate in cycle I, and high in cycle II. This shows that PBL is effective in making mathematics learning more interesting and meaningful for lower grade students. This study provides recommendations for teachers to adopt PBL to increase student motivation and prevent learning difficulties in the future.
Pengaruh Literasi Ekonomi terhadap Perilaku Pengelolaan Keuangan Mahasiswa Jurusan Pendidikan Ekonomi FKIP UHO Ahiri, Yuniyarti; Ahiri, Jafar; Nia, Muni; Harjun, Harjun; Lewa, Muhammad Juwantho; Syata, Wahyu Muh.; Hubaib, Ilhamurrahman M
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/nty4tn12

Abstract

This study aims to analyze the effect of economic literacy on financial management behavior among students of the Economics Education Department, Faculty of Teacher Training and Education (FKIP), Halu Oleo University (UHO). This quantitative research employed a simple linear regression design with a proportional stratified random sampling technique involving 80 students as the research sample from a population of 111 students. Data were collected using the Economic Literacy Scale based on Sina (2012) and the Financial Management Behavior Scale adapted from Dew and Xiao (2011). Prerequisite assumption tests confirmed that data were normally distributed (Asymp. Sig. = 0.147 > 0.05), had a significant linear relationship (Sig. Linearity = 0.000 < 0.05), and were free from heteroscedasticity (Sig. Glejser = 0.228 > 0.05). The results of simple linear regression showed that economic literacy had a positive and significant effect on financial management behavior (B = 0.601, β = 0.632, t = 7.215, p = 0.000), indicating that higher students' economic literacy was associated with better financial management behavior.
Perbedaan Kemampuan Komunikasi Matematis dan Kemampuan Pemecahan Masalah Matematis Siswa antara Pembelajaran Kooperatif Tipe Student Team Achievment Division dan Pembelajaran Kooperatif Think Pair Share di SMP Nurul Hadina Patumbak Padang, Batas Kaliropan; Lubis, Mara Samin; Hasanah, Rusi Ulfa
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/j5frsv86

Abstract

This study aims to determine the differences in mathematical communication ability and mathematical problem-solving ability of students taught using cooperative learning models of the Student Team Achievement Division (STAD) type and Think Pair Share (TPS) type at SMP Nurul Hadina Patumbak. The background of this research is based on the low levels of students’ mathematical communication and problem-solving abilities, caused by the dominance of conventional teaching methods that have not provided students with sufficient opportunities to participate actively in the learning process. This study employed a quantitative approach using a Quasi-Experimental Design with a Non-Equivalent Control Group Design. The study population consisted of all eighth-grade students of SMP YPI Nurul Hadina Patumbak in the 2025/2026 academic year, comprising two classes. Samples were selected using purposive sampling, namely class VIII A (22 students) as Experimental Group I receiving the STAD learning model, and class VIII B (24 students) as Experimental Group II receiving the TPS learning model. The research instrument consisted of essay tests in the form of pretests and posttests to measure mathematical communication ability and mathematical problem-solving ability. Data were analyzed using the Independent Samples t-test and MANOVA with SPSS version 26.0, preceded by normality (ShapiroWilk) and homogeneity (Levene’s Test) prerequisite tests. The results showed that the mean posttest score for mathematical communication ability in the STAD class was 82.27 compared to 78.75 in the TPS class, while the mean posttest score for mathematical problem-solving ability in the STAD class was 84.09 compared to 80.21 in the TPS class. The independent t-test revealed significant differences in mathematical communication ability (t = 2.847; sig. = 0.007) and mathematical problem-solving ability (t = 3.124; sig. = 0.003) between the two classes. The MANOVA results also confirmed a significant simultaneous difference on both dependent variables (F = 7.084; sig. = 0.002). The N-Gain score of the STAD class (0.60) was higher than that of the TPS class (0.52), although both fell within the moderate category. Therefore, it can be concluded that the STAD cooperative learning model is more effective than the TPS model in improving the mathematical communication and problemsolving abilities of eighth-grade students at SMP Nurul Hadina Patumbak.
Peran Adversity Quotient dalam Kemampuan Pemecahan Masalah Matematis Siswa pada Pembelajaran Problem Based Learning Cahyaningrum, Zakia Fika; Zaenuri, Zaenuri
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/99pk4917

Abstract

Kemampuan pemecahan masalah matematis merupakan kompetensi penting dalam pembelajaran abad ke-21, namun berbagai studi menunjukkan bahwa kemampuan tersebut masih relatif rendah. Hal ini menunjukkan perlunya kajian terhadap faktor-faktor yang memengaruhi, khususnya kemampuan siswa dalam menghadapi kesulitan belajar. Salah satu faktor yang relevan adalah adversity quotient, yaitu kemampuan individu dalam bertahan dan menyelesaikan masalah saat menghadapi tantangan (Stoltz, 2000). Penelitian ini bertujuan untuk menganalisis peran adversity quotient dalam kemampuan pemecahan masalah matematis siswa serta mengkaji kontribusi model pembelajaran berbasis masalah. Penelitian menggunakan pendekatan kualitatif dengan metode Systematic Literature Review (SLR). Data diperoleh dari artikel ilmiah nasional dan internasional. Teknik pengumpulan data dilakukan melalui studi literatur dengan kriteria seleksi tertentu, sedangkan analisis data menggunakan deskriptif kualitatif melalui tahapan identifikasi, seleksi, evaluasi, dan sintesis naratif (Sugiyono, 2021). Hasil penelitian menunjukkan bahwa adversity quotient berpengaruh signifikan terhadap kemampuan pemecahan masalah matematis. Siswa dengan adversity quotient tinggi lebih mampu memahami masalah, menyusun strategi, dan menyelesaikan masalah secara sistematis (Sutisna et al., 2023). Selain itu, Problem Based Learning efektif meningkatkan keterlibatan dan kemampuan berpikir kritis siswa (Savery, 2015). Implikasi penelitian ini menunjukkan pentingnya integrasi penguatan adversity quotient dalam pembelajaran untuk meningkatkan kualitas pembelajaran matematika.

Page 12 of 12 | Total Record : 116

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