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Articles 42 Documents
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Peningkatan Hasil Belajar PPKn dengan Metode Pembelajaran Role Reversal QuestionPada Siswa Kelas IX SMP Nahdlatut Tolibin Blega Akhmad Sanusi; Jatim Desiyanto; Linda Ramadhanty Januar
Jurnal Cendekia Pendidikan Vol. 3 No. 1 (2025): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i1.60

Abstract

This research is motivated by the low student learning outcomes in Civics subjects which include cognitive, affective, and psychomotor aspects. Low student participation in the learning process is one of the main causes, which is influenced by teaching methods that are less varied and are still one-way such as lectures. Lack of interaction, courage to ask questions, and lack of active student involvement make learning less effective and boring. This type of research is Classroom Action Research (PTK) which conducted in two cycles and involved 14 students of class IX SMP Nahdlatut Tholibin Blega as research subjects. Data collection techniques were conducted through tests, observations, questionnaires, and interviews. The learning method applied was Role Reversal Question, which is a learning strategy that involves exchanging roles between students as teachers and other students as participants in question and answer sessions, thus fostering a more lively and meaningful two-way interaction. The results showed that there was an increase in students' learning outcomes from pre-cycle to cycle II. In the pre-cycle stage, the average student score was 60.8 with a classical completeness of 24.3%. After applying the Role Reversal Question method in cycle I, the average score increased to 76.5 with 53.3% completeness. A more significant increase occurred in cycle II with an average score of 87.9 and completeness of 87.9%.
Penerapan Metode ECOLA pada Pembelajaran Bahasa Indonesia untuk Meningkatkan Kemampuan Membaca dan Menulis Siswa Kelas 5 SDN Ragung 2 Sampang Nur Muchlis, Fauziah; Hartiasih Soetomo, Risqi; Rahmawati, Arwani
Jurnal Cendekia Pendidikan Vol. 3 No. 1 (2025): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i1.55

Abstract

The development of reading and writing skills are two important skills in learning Indonesian that are interrelated. However, in reality, elementary school students still experience difficulties in understanding the content of reading and writing coherently and clearly. The reading and writing skills of fifth-grade students at SDN Ragung 2 are still low because the learning methods used tend to be passive and do not involve students actively. Therefore, an integrative and enjoyable approach is needed, one of which is the ECOLA method which combines four language skills, namely listening, speaking, reading, and writing. This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model which was implemented in two cycles. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. The subjects in this study were 14 fifth-grade students at SDN Ragung 2. Data collection techniques included observation, documentation, and tests. The instruments used included student observation sheets, student worksheets (LKS), and documentation of reading and writing results. The results showed an increase in students' reading and writing skills after the application of the ECOLA method. In cycle I, the average student score was 64.8 with a classical completion rate of 35.7%. After improvements to the learning process, in cycle II, the average score increased to 71.6 with a classical completion rate of 71.4%. This improvement demonstrates the effectiveness of the ECOLA method in Indonesian language learning to improve students' reading and writing skills in an integrated and meaningful manner.
Penguatan Karakter Siswa melalui Inovasi Pembelajaran di Sekolah Negeri Agus Susilo; Siti Agusma; Marianita Marianita
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.65

Abstract

This study aims to describe the strengthening of student character through learning innovations implemented in public schools. Character strengthening has become an important focus in education because technological developments and social changes require students to have not only academic abilities but also good character. This study used a qualitative approach with descriptive methods. The research location was conducted in a public school with research subjects consisting of principals, teachers, and students. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data analysis used the stages of data reduction, data presentation, and conclusion drawing, while data validity was tested through triangulation of sources and techniques. The results showed that the learning innovations implemented by teachers were able to support the strengthening of student character through project-based learning, the use of digital media, collaborative discussions, and the habituation of character values ​​in learning activities. The character values ​​developed included discipline, responsibility, cooperation, creativity, and social awareness. In addition, school support and teacher involvement were important factors in the successful implementation of character strengthening. However, there were several obstacles such as limited facilities and differences in student character that influenced the process of implementing innovative learning. This study concludes that learning innovation has a strategic role in shaping the character of students in public schools, so it is necessary to develop creative and sustainable learning models to support character education in schools.
Krisis Nasionalisme Generasi Muda di Era Globalisasi: Transformasi Kesadaran Berbangsa melalui Project Based Learning dalam Pembelajaran PPKn Fatur Ubaidillah; Wahidah Wahidah; Risqi Hartiasih Soetomo
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.69

Abstract

This study aims to describe the implementation of the Project-Based Learning (PjBL) model in Pancasila and Civic Education (PPKn) classes, as well as to assess the improvement in national and state consciousness among Grade XII students at SMA Al-Hidayah, Banyuates District, during the 2024/2025 academic year, and to identify obstacles encountered during implementation. The study employed a Classroom Action Research (CAR) method conducted over two cycles. The research subjects were 14 Grade XII students. Data collection instruments included tests, observations, questionnaires, and documentation. The results indicate that the implementation of PjBL enhanced students' active engagement, communication skills, collaboration, and awareness of national values, with the average student score rising from 46 at the initial stage to 81 by the second cycle. Primary obstacles—specifically limited prior understanding of PjBL and time constraints—were overcome through intensive guidance and improved strategic management. The PjBL model proved effective in fostering sustained national and state consciousness.
Transformasi Peran Orang Tua dan Guru Menghadapi Krisis Perkembangan Bahasa Anak Usia Dini di Era Digital Desi Herlianti; Moh. Ari Wibowo; Heni Adhianata
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.70

Abstract

Early childhood language development is a crucial aspect of preparing children for the next stage of their education. Parental satisfaction regarding a child's language development is influenced not only by the quality of instruction provided at school but also by the role parents play in providing language stimulation at home. This study aims to analyze the factors influencing parental satisfaction levels regarding children's language development at Tut Wuri Handayani Kindergarten in Sampang. The research focuses on two independent variables—quality of language instruction (X1) and the parental role in language stimulation at home (X2)—and one dependent variable: parental satisfaction with the child's language development (Y). A quantitative descriptive method was employed, with data collected via questionnaires distributed to 30 parents acting as respondents. The research instrument underwent validity and reliability testing, and the data were analyzed using descriptive statistics, specifically by calculating the mean score for each variable indicator. The results indicate that, overall, the level of parental satisfaction regarding children's language development falls into the "very high" category, with an average score of 85.1% (Y). The variable with the highest score was the quality of language instruction (X1) at 91.35%, demonstrating that teachers successfully delivered language instruction in a clear, effective, and high-quality manner. Meanwhile, the variable with the lowest score was the parental role in language stimulation at home (X2) at 79.6%, although this still fell within the "high" category. These findings confirm that the quality of school instruction significantly impacts children's language development; however, parental support at home also needs to be enhanced to optimize the language stimulation children receive.
Darurat Literasi di Era Kurikulum Merdeka melalui Transformasi Pembelajaran Bahasa Indonesia untuk Meningkatkan Efektivitas Belajar Siswa SMP Akmalia Putri; Sahrul Muzekki; Tatik Maryana
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.71

Abstract

This study aims to describe the implementation of the *Merdeka Belajar* (Freedom to Learn) Curriculum in Indonesian language classes, analyze student learning effectiveness following its implementation, and identify the factors supporting and hindering its execution in class VIII-F at SMP Negeri 3 Sampang. The study employs a descriptive qualitative approach using a case study design. Data were collected through interviews, observations, and documentation, while data analysis followed the Miles, Huberman, and Saldana (2019) model, comprising data reduction, data display, and conclusion drawing. The results indicate that the implementation of the *Merdeka* Curriculum at the school has been quite effective. The Indonesian language teacher employs differentiated and project-based learning, supported by the principal through policies regarding teacher training and the development of teaching modules. Student learning effectiveness improved in terms of engagement, motivation, and comprehension of the material, although participation was not yet uniform. Supporting factors for implementation include school policy support, teacher collaboration, and student enthusiasm, whereas inhibiting factors include limited facilities, disparities in student abilities, and the administrative workload placed on teachers.
Darurat Lunturnya Nilai Pancasila pada Generasi Digital melalui Transformasi Pendidikan Karakter di SMP Siti Zainia Miftahul Jannah; Moh. Thohir; Mujahidah Fitria
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.72

Abstract

The phenomenon of declining internalization of Pancasila values ​​among students reveals a gap between their cognitive knowledge and the practical application of these values ​​in daily life. This study aims to explore the perceptions of students at SMP Ummul Quro regarding Pancasila values, analyze how these values ​​are internalized and applied within school, family, and community environments, and identify the influencing factors. A qualitative approach utilizing a phenomenological study design was employed, allowing for an in-depth exploration of the students' subjective experiences. Data were collected through observation, in-depth interviews, and documentation, involving ten informants: six students from various grade levels, as well as Civics (PPKn) teachers and homeroom teachers (Grades VII, VIII, and IX). The findings indicate that while students possess a solid cognitive understanding of the five principles of Pancasila, the internalization and implementation of these values ​​remain uneven. Values ​​such as mutual cooperation (*gotong royong*), discipline, responsibility, deliberation (*musyawarah*), and tolerance are beginning to manifest in daily activities, although their consistency is influenced by various factors. External factors include the roles of teachers, parents, peers, and school culture, while internal factors encompass the students' own awareness and personal motivation. The study concludes that although Pancasila values ​​are formally taught, deeper internalization requires synergy among the school, family, and community—facilitated by contextual learning strategies and sustained habituation—to ensure that a character embodying Pancasila truly takes root in the students.
Revitalisasi Pendidikan Karakter Pancasila sebagai Solusi Krisis Moral Siswa di Era Society 5.0 R. Anis Yuliawati Putri; Jatim Desiyanto; Amirul Mukminin
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.73

Abstract

This study aims to describe the implementation of character education within Civics (PPKn) instruction, the character values ​​fostered, and the obstacles encountered during its application in the fifth-grade class at SDN Panggung 2 Sampang. Employing a descriptive qualitative method, the study focused on the Grade V/A teacher and fifth-grade students as subjects. Conducted in 2025, the research utilized data collection techniques such as observation, interviews, and documentation, with data validity verified through triangulation. The results indicate that the implementation of character education encompasses planning, execution, and evaluation. Lesson planning integrated character education, although the plans were not created independently by the teacher. Implementation involved specific instructional activities and methods, spontaneous actions, the instilling of discipline, and the creation of a conducive learning atmosphere. The teacher fostered three key character values—in accordance with Ministry of National Education guidelines—through various learning activities. Obstacles identified included limited facilities and infrastructure, a lack of variety in teaching methods, low student enthusiasm, and limited communication between the teacher and parents. These findings highlight the importance of facility support, methodological innovation, and parental involvement in enhancing the effectiveness of character education within Civics instruction.
Transformasi Pembelajaran Bahasa Indonesia melalui Kurikulum Merdeka dalam Menjawab Tantangan Literasi Generasi Digital Hasib Hasib; Moh. Sugeng; Mahin Ainun Naim
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.74

Abstract

The formal education system in Indonesia is organized through schools and comprises various components, including foundational principles, objectives, curriculum, and evaluation. Evaluation is conducted to improve the educational process. This study aims to enhance the quality of the student learning process in the Indonesian Language subject at SMP Al-Ismailiyah Beringin, Tambelangan, Sampang. A qualitative approach was employed, with Grade VII students at SMP Al-Ismailiyah Tambelangan, Sampang, serving as the research subjects. Data collection techniques included observation, in-depth interviews, and documentation. Data analysis involved four stages: (1) data reduction, (2) data presentation, (3) verification, and (4) drawing conclusions. The study's findings indicate that: (1) Grade VII teachers at SMP Al-Ismailiyah plan instruction by creating teaching modules and preparing the Learning Objective Flow (ATP), Learning Objectives (TP), and Learning Outcomes (CP) to be achieved by students; they also undertake steps such as determining learning strategies and methods, preparing instructional media, designing "Pancasila Student Profile" projects, and preparing assessments. (2) SMP Al-Ismailiyah Tambelangan, Sampang, implements the *Kurikulum Merdeka* (Independent Curriculum) through stages involving teacher preparation, lesson implementation, and assessment—utilizing methods such as portfolios, assignments, practical work, projects, products, and written and oral tests—alongside formative and summative evaluations to improve the learning process and determine student achievement regarding established competencies.
Mengatasi Rendahnya Partisipasi Siswa: Transformasi Pembelajaran PPKn melalui Model Kooperatif untuk Mewujudkan Kelas Kolaboratif Muzayyin Muzayyin; Linda Ramadhanty Januar; Arwani Arwani
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.75

Abstract

This study aims to examine (1) the implementation of Pancasila Education instruction using the cooperative learning model and (2) the improvement of learning outcomes through this model in Grade VII at SMP Al-Ismailiyah. This study is a Classroom Action Research (CAR) project. The subjects were all 30 students in the Grade VII class. The intervention applied to improve learning outcomes in Pancasila Education was the cooperative learning model. The research findings are as follows: (1) the implementation of Pancasila Education instruction using the cooperative learning model adhered to established instructional procedures; (2) the class average score improved from an initial test average of 54.4 (with a mastery rate of 13.3%) to an average of 75 in Cycle I (with a mastery rate of 48.67%) and an average of 80 in Cycle II (with a mastery rate of 85%); and (3) student learning outcomes improved from the initial test through to Cycle II. Based on the results of Cycle II, the research action was concluded, as the expected improvements had been achieved. It can be concluded that the cooperative learning model is an effective method for enhancing the quality of classroom instruction. By actively involving students in the learning process, this method helps deepen their understanding of the material, sharpens critical and creative thinking skills, and fosters social interaction among students. Therefore, cooperative learning should be adopted as an effective and enjoyable instructional strategy.

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