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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 203 Documents
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The Use of Pictionary Games to Improve Seventh Grade Students’ Speaking Skill at SMP Negeri 5 Sukawati I Made Handika Hendrayuda; Putu Santi Oktarina; Komang Trisna Dewi
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/hjb39j36

Abstract

The objective of this study was to investigate the best implementation of Pictionary Games in improving seventh grade students’ speaking Skill at SMP Negeri 5 Sukawati. This research employed a Classroom Action Research (CAR) design that involves four stages in the cycle: planning, action, observation, and reflection. The research subjects in this study were 38 students consisting of 22 female and 16 male students in class VII H of SMP Negeri 5 Sukawati. The researcher used test and observation to collect the data. The data were analyzed by qualitative and quantitative data analysis. The results showed the use of Pictionary Game that integrated with Problem-Based Learning (PBL): 1) introducing the problem, 2) forming groups and planning learning, 3) exploring the problem, 4) presenting solutions or ideas, 5) reflecting and evaluation showed able to improved students’ speaking skill. Students’ speaking test were improved from 70,74 in preliminary research to 77,16 in Cycle 1 and 80,95 in Cycle 2. The results of the observation also showed that the learning process run in accordance of plans, students were very enthusiastic as observed from their active participation, and 100% (38 students) scored above the KKM (75). Therefore, the used of Pictionary Game able to improved students’ speaking skill.
The Effectiveness of Dictogloss Technique with Text-To-Speech AI on The Listening Comprehension of the Eighth Grade Students at SMP PGRI 5 Denpasar Ni Luh Dyah Aryani; Ni Wayan Satri Adnyani; Putu Santi Oktarina
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/cj3zsa25

Abstract

This study aimed to find out whether students taught using the Dictogloss Technique with Text-to-Speech (TTS) AI achieved better listening comprehension than those taught using the Jumbled Sentence Technique without TTS AI. This study used a quasi-experimental design with a non-equivalent pretest-posttest control group design. The population consists of all eighth-grade students at SMP PGRI 5 Denpasar. The sample consisted of 62 eighth-grade students at SMP PGRI 5 Denpasar, namely class 8G as the experimental group with 33 students and class 8B as the control group with 29 students. The instrument used was a multiple-choice listening test. The data were collected through pre-test and post-test and analyzed using SPSS through normality test, homogeneity test, and hypothesis testing using Mann-Whitney U Test. The result showed that there was a significant difference between the two groups. The significance value was 0.019 (< 0.05). The mean score of the experimental group (93.57) was higher than the control group (86.20). This means that students in the experimental group got better results than the control group after the treatment. From this result, it can be seen that the use of Dictogloss Technique with Text-to-Speech AI gave better results compared to Jumbled Sentence Technique in learning listening. The findings of this study imply that the integration of Dictogloss Technique and Text-to-Speech AI can be considered as an effective alternative technique to improve students’ listening comprehension and support more interactive listening activities in English classrooms.
Pengembangan Training Kit Digital Gerbang Logika Dasar Berbasis Integrasi Simulatif Proteus untuk Meningkatkan Hasil Belajar Peserta Didik Khafid Ageng Prayoga; Fendi Achmad; Tri Rijianto; Farid Baskoro
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/xpdhvq13

Abstract

The lack of conceptual understanding and psychomotor skills of vocational high school students on basic logic gates material is often triggered by the lack of visualization in conventional practice media. To overcome this challenge, this study aims to design and test the feasibility, practicality, and effectiveness of the Basic Logic Gate Training Kit integrated with Proteus simulation software. Using the ADDIE scheme Research and Development (R&D) methodology, this study involved 10th grade Audio Video Engineering students of SMK Negeri 3 Jombang as test subjects. The results of the expert assessment showed a level of material validity reaching 94.2% and media validation of 94.4%, which is in the very feasible category. From the practical aspect, the percentage of feedback from students reached 87.1% and from teachers 91.7% (very practical). Evaluation of the impact of media on cognitive achievement showed a jump in the average score from 66.00 to 89.44, supported by an N-Gain index of 0.68 (moderate category). Through the Paired Sample t-test and One Sample t-test, a significant intervention effect (p = 0.001) was proven on psychomotor and affective competencies, with a classical completion rate exceeding 100%. It can be concluded that this trainer-based media innovation integrated with simulation software is highly recommended to comprehensively boost the quality of vocational students' learning outcomes.
Pengaruh Model Pembelajaran Project Based Learning (PjBL) terhadap Hasil Belajar Siswa pada Materi Kenampakan Alam dan Pemanfaatanya Kelas IV SDN Leuwipicung Nur Anisa Febriyanti; Budi Hendrawan; Rahmat Permana
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/41708296

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Project Based Learning (PjBL) melalui pembuatan diorama kenampakan alam dan pemanfaatannya terhadap hasil belajar siswa kelas IV SDN Leuwipicung. Latar belakang penelitian ini didasarkan pada rendahnya hasil belajar siswa yang disebabkan oleh proses pembelajaran yang masih berpusat pada guru serta belum optimalnya penerapan model pembelajaran berbasis proyek. Oleh karena itu, diperlukan penerapan model Project Based Learning (PjBL) untuk meningkatkan keaktifan dan pemahaman siswa dalam pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-eksperimental menggunakan desain One Group Pretest-Posttest Design. Subjek penelitian yaitu siswa kelas IV SDN Leuwipicung dengan jumlah sampel sebanyak 30 siswa. Perlakuan yang diberikan berupa penerapan model Project Based Learning (PjBL) melalui kegiatan pembuatan diorama kenampakan alam. Teknik pengumpulan data dilakukan melalui tes berupa pretest dan posttest. Analisis data dilakukan menggunakan uji normalitas, uji homogenitas, dan uji hipotesis dengan Paired Sample t-Test menggunakan SPSS 25. Hasil penelitian menunjukkan bahwa terdapat pengaruh model pembelajaran Project Based Learning (PjBL) terhadap hasil belajar siswa pada materi kenampakan alam dan pemanfaatannya. Hal ini ditunjukkan oleh nilai rata-rata posttest siswa sebesar 83,67 yang lebih tinggi dibandingkan nilai rata-rata pretest sebesar 65,50. Selain itu, hasil uji hipotesis menunjukkan nilai signifikansi (2-tailed) sebesar 0,000 < 0,05, sehingga H₀ ditolak dan Hₐ diterima. Dengan demikian, model pembelajaran Project Based Learning (PjBL) melalui pembuatan diorama kenampakan alam dan pemanfaatannya terbukti berpengaruh secara signifikan dalam meningkatkan hasil belajar siswa kelas IV SDN Leuwipicung.
The Investigation of The Factors Affecting Students’ Speaking Difficulties in EFL Classroom at SMP Negeri 12 Denpasar Ni Nyoman Tria Radharani Mahima Della; Ni Putu Ratni; Made Iwan Indrawan Jendra
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/pgpxrq73

Abstract

This study highlights the importance of understanding students’ speaking difficulties in order to improve the quality of English language teaching, particularly in junior high school. Many students still face problems in expressing their ideas orally, even when they understand the material. These difficulties indicate that speaking is not only influenced by linguistic ability but also by emotional and cognitive factors. Therefore, this study aims to analyze the types of students’ speaking difficulties and the factors affecting those difficulties in class VII-B SMP Negeri 12 Denpasar. This study employed a descriptive qualitative research design. The data were collected through classroom observation, interviews with one teacher and three students, and documentation. The analysis was conducted using qualitative data analysis techniques, including data reduction, data display, and conclusion drawing. The study was supported by two main theories, namely Humanistic Learning Theory and Cognitive Theory, to explain both emotional and mental aspects of speaking difficulties. Data validity was ensured through triangulation of sources and techniques. The findings revealed that students experienced several speaking difficulties, including fear of making mistakes, difficulty in speaking in front of the class, hesitation when speaking, limited vocabulary, and difficulties in grammar and pronunciation. These difficulties were influenced by psychological factors, linguistic factors, cognitive factors, and external factors. These factors were interconnected and contributed to students’ low speaking performance. The study concludes that students’ speaking difficulties are complex and influenced by multiple factors that must be addressed simultaneously.
The Effectiveness of Using TED-Talk Video on Second Semester Students’ Speaking Skill in Speaking for Daily Communication Course at Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar Ni Luh Tiamentari Pitri; I Dewa Gede Rat Dwiyana Putra; I Putu Andre Suhardiana
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/2rzxdk05

Abstract

This study aimed to examine the effectiveness of using TED-Talk video on second semester students’ speaking skill in Speaking for Daily Communication Course at Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar. This study used quasi-experimental design. The participants of this study were 38 students of second semester in English Language Education Department. The study used pre-test and post-test as instrument to collect the data. The data were analyzed by using descriptive statistical analysis and inferential statistical analysis through ANCOVA test. The post-test mean score of experimental group was higher (M = 91.43, SD = 4.057) compared to control group (M = 89.88, SD = 4.270). The ANCOVA result showed that there was significant difference in the post-test scores between experimental and control groups after controlling the pre-test scores, F (1,35) = 6.015, p = 0.019, ηp2 = 0.147. It can be concluded that there is significant effect os using TED-Talk on second semester students’ speaking skill in Speaking for Daily Communication course at Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar.
Tantangan Guru dalam Mengintegrasikan Karakter Mandiri di Tengah Beban Administrasi Kurikulum Merdeka Ana Agnisia Nada; Dinda Kestu; Murfiah Dewi Wulandari; Darsinah Darsinah
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/bgg96840

Abstract

Implementasi Kurikulum Merdeka menempatkan penguatan karakter sebagai salah satu tujuan utama pendidikan, termasuk pengembangan karakter mandiri melalui Profil Pelajar Pancasila. Namun, berbagai tuntutan administratif yang menyertai implementasi kurikulum berpotensi memengaruhi efektivitas proses pendidikan karakter. Penelitian ini bertujuan untuk menganalisis tantangan yang dihadapi guru dalam mengintegrasikan karakter mandiri di tengah beban administrasi Kurikulum Merdeka. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di SD Muhammadiyah 2. Data dikumpulkan melalui wawancara mendalam, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijaga melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru mengalami ketegangan antara pelaksanaan tugas administratif dan kebutuhan pendampingan karakter siswa. Tingginya intensitas pelaporan digital dan penyusunan dokumen pembelajaran berkontribusi terhadap berkurangnya waktu interaksi pedagogis yang bermakna. Kondisi tersebut berpotensi melahirkan fenomena paper-based character, yaitu penilaian karakter yang lebih berorientasi pada kelengkapan dokumen daripada perubahan perilaku peserta didik. Meskipun demikian, kepemimpinan instruksional kepala sekolah yang suportif, penguatan komunitas belajar, dan penyederhanaan sistem administrasi terbukti mampu mengurangi tekanan administratif sehingga guru dapat lebih fokus pada pembinaan karakter mandiri siswa. Penelitian ini menegaskan pentingnya keseimbangan antara akuntabilitas administrasi dan esensi pendidikan karakter dalam implementasi Kurikulum Merdeka
Dukungan Saudara Kandung (Sibling Support) dalam Proses Belajar di Rumah pada Siswa Autis yang Bersekolah di Sekolah Inklusif Nofrianti Enliyani Tualaka; Noviarni Taneo; Viatni Yakoba Manu; Jidro Alvindo Sabuin; Chors Putra Mardanil Tabun; Sefanya Loinati; Adriana Indra Santi Sole7
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/aqhqwt87

Abstract

Penelitian ini mengkaji mengenai dukungan saudara kandung (sibling support) dalam proses pembelajaran di rumah pada siswa autis yang bersekolah di sekolah inklusi. Anak dengan gangguan spektrum autisme (ASD) umumnya mengalami hambatan dalam komunikasi, interaksi sosial, serta perilaku yang dapat memengaruhi proses belajar mereka. Oleh sebab itu, dukungan dari keluarga, terutama saudara kandung, menjadi salah satu faktor penting dalam membantu perkembangan akademik maupun emosional anak autis. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur yang dipadukan dengan studi kasus. Hasil penelitian menunjukkan bahwa sibling anak autis pada umumnya mampu menerima kondisi saudara mereka, meskipun sebagian masih mengalami tekanan emosional, rasa malu, kecemasan, serta beban tanggung jawab dalam kehidupan sehari-hari. Kegiatan konseling kelompok membantu para sibling untuk mengekspresikan perasaan dan emosi yang selama ini dipendam sehingga mereka merasa lebih lega dan dapat memahami kondisi saudara mereka dengan lebih baik. Penelitian juga menemukan bahwa penggunaan metode pembelajaran seperti Applied Behavior Analysis (ABA), media visual, serta teknologi berbasis aplikasi dapat mendukung proses belajar anak autis baik di rumah maupun di sekolah inklusif. Dengan demikian, dukungan keluarga, penerimaan sosial, serta penerapan metode pembelajaran yang sesuai memiliki peran penting dalam meningkatkan perkembangan akademik dan kemampuan sosial anak autis.
Strategi Reward dan Punishment dalam Mendukung Pembentukan Perilaku Disiplin Anak di TK Negeri Pembina Surabaya Andini Putri Pramiswari; Rahma Kamila; Zahra Aurelita Leanova Efendi; ’Ushoifiroh ’Ushoifiroh; Nadiyah Sarah Faradillah Rahmah; M. Bahri Musthofa
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/7n6fpm43

Abstract

Permasalahan kedisiplinan pada anak usia dini masih menjadi salah satu tantangan yang sering ditemukan, khususnya di lingkungan perkotaan dengan berbagai dinamika sosial yang dapat memengaruhi perilaku anak. Beberapa kondisi yang sering muncul meliputi anak yang kurang tertib saat mengantre, mengalami kesulitan dalam mematuhi aturan kelas, kurang fokus selama kegiatan pembelajaran, hingga munculnya perilaku saling mengejek antarteman. Penelitian ini bertujuan untuk mengkaji pengaruh penerapan metode reward dan punishment terhadap perilaku disiplin peserta didik di TK Negeri Pembina Surabaya. Penelitian menggunakan pendekatan kualitatif deskriptif yang dilaksanakan pada tanggal 8 April 2026 dengan melibatkan 45 peserta didik, yang terdiri dari 11 anak Kelompok A2, 20 anak Kelompok B3, dan 14 anak Kelompok B4, serta 6 guru PNS sebagai informan penelitian. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Observasi digunakan untuk mengamati perilaku disiplin anak selama proses pembelajaran serta bentuk pelaksanaan reward dan punishment yang diterapkan guru di kelas. Hasil penelitian menunjukkan bahwa pemberian reward berupa pujian dan stiker bintang, serta punishment dalam bentuk konsekuensi edukatif melalui metode “teng-tong”, memberikan pengaruh positif terhadap peningkatan perilaku disiplin anak. Selain itu, interaksi sosial dan psikologis yang terjalin dengan baik antara guru dan peserta didik turut mendukung keberhasilan penerapan metode tersebut. Oleh karena itu, penerapan reward dan punishment yang dilakukan secara konsisten, proporsional, dan bersifat edukatif dapat membantu meningkatkan perilaku disiplin pada anak usia dini.  
Paradigma Evaluasi Pembelajaran di Era Society 5.0 /Abad Ke-21 Nofrianti Enliyani Tualaka; Vivi Elviana Nuban; Keti Regina Runesi
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/71mhsb89

Abstract

The rapid advancement of digital technology in the Society 5.0 era has driven significant transformations in various aspects of education, including learning evaluation. Evaluation is no longer viewed merely as a tool for measuring learning outcomes but also as a process aimed at developing students’ competencies, character, and skills holistically. This study aims to analyze the paradigm shift in learning evaluation relevant to the demands of 21st-century education and to examine the integration of digital technology and Artificial Intelligence (AI) in modern evaluation systems. The study employed a qualitative approach using a literature review method by examining various scientific sources, including books, journal articles, and educational policy documents. The findings indicate that learning evaluation in the Society 5.0 era has shifted from an outcome-oriented approach to a process-oriented evaluation that emphasizes competency development and character building. Modern evaluation is characterized by authentic assessment, digital technology integration, AI utilization, and the measurement of Higher Order Thinking Skills (HOTS). As a conceptual contribution, this study proposes the Human-Centered Digital Evaluation model, which integrates AI-Based Assessment, HOTS Evaluation, Character Assessment, Continuous Feedback, and Personalized Learning Evaluation as an adaptive and human-centered evaluation framework. However, the implementation of this paradigm still faces challenges, including limited infrastructure, disparities in digital literacy, and ethical concerns regarding technology use. Therefore, strengthening teacher competencies, providing adaptive policy support, and improving technological infrastructure are necessary to establish an effective and future-oriented learning evaluation system.

Page 18 of 21 | Total Record : 203

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