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Jurnal Kependidikan Ki Hajar Dewantara
Published by Pusat Kegiatan Belajar Masyarakat Tunas Harapan Varoso
ISSN : -     EISSN : 30634970     DOI : DOI : https://doi.org/10.36312/jurnalkhd.v3i1.251
Core Subject : Education,
Education Other
Ki Hajar Dewantara Educational Journal (Jurnal KHD) publishes articles based on research results and literature reviews in the field of education. Jurnal KHD welcomes submissions from all types of research and disciplines related to education and learning at all educational levels. The journal aims to present scholarly contributions that enrich knowledge and practices in the field of education. Jurnal KHD invites articles that make significant contributions to the development of educational theory, methodology, and practice across various levels and fields of study. We encourage the submission of articles that offer innovative and practical perspectives to advance the field of education both in Indonesia and globally.
Arjuna Subject : Umum - Umum
Articles 25 Documents
 1   2   3 
Analisis Faktor-Faktor Kesulitan Siswa Memahami Bahasa Matematis dalam Soal Cerita di Sekolah Dasar Agusfianuddin Agusfian; Zainal Abidin; Ria Saputri
Jurnal Kependidikan Ki Hajar Dewantara Vol. 2 No. 2 (2025): Jurnal Kependidikan Ki Hajar Dewantara (Jurnal KHD)
Publisher : Lembaga Pusat Kegiatan Belajar Masyarakat (PKBM) Tunas Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jurnalkhd.v2i2.237

Abstract

Siswa di sekolah dasar masih mengalami kesulitan dalam menyelesaikan soal cerita matematika. Kesulitan siswa terletak pada memahami bahasa matematis dalam soal cerita. Tujuan penelitian ini adalah melakukan analisis faktor-faktor kesulitan siswa memehami kata matematis dalam bahasa soal cerita di sekolah dasar. Jenis penelitian adalah deskriptif kualitatif dengan desain studi kasus. Subjek penelitian, siswa kelas tinggi di sekolah dasar di Kabupaten Sumbawa sebanyak 100 siswa. Sedangkan, pengambilan sampel menggunakan teknik purposive sampling. Teknik pengumpulan data, yaitu triangulasi sumber data melalui tes, wawancara dan kuisioner. Teknik analisis data secara deskriptif kualitatif. Hasil penelitian menemukan faktor-faktor yang mempengaruhi kesulitan siswa dalam bahasa matematis pada penyelesaian soal cerita di sekolah dasar, yaitu karena faktor internal dan eksternal.Faktor internal antara lain: (1) kesulitan memahami dan menerjemahkan kosakata dalam soal, (2) kesulitan menerapkan konsep, prosedur dan penalaran, dan (3) siswa tidak teliti, melakukan tebakan jawaban dan kesulitan soal yang panjang. Sedangkan faktor eksternal, antara lain: (1) guru jarang memberikan soal cerita kepada siswa; (2) lingkungan sekolah yang kurang mendukung tumbuhnya literasi siswa; (3) tidak ada model pembelajaran untuk mendukung siswa memeiliki kemampuan bahasa matematis; dan (4) kurangnya dorongan orang tua untuk mendukung siswa dalam belajar. Temuan ini dapat menjadi bahan refleksi bagi guru, sekolah, dan orang tua. Dengan adanya pemahaman ini, semua pihak dapat lebih proaktif dalam menciptakan lingkungan belajar yang kondusif dan strategi pembelajaran yang tepat. Harapannya, siswa dapat meningkatkan kemampuan bahasa matematis dan keterampilan berpikir logis dalam menyelesaikan soal cerita secara efektif.
Pengembangan Bahan Ajar Interaktif Berbasis Multimedia untuk Meningkatkan Minat Baca Anak Usia Dini Elfira Angraini; Ary Purmadi
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 1 (2026): Jurnal Kependidikan Ki Hajar Dewantara (Jurnal KHD)
Publisher : Lembaga Pusat Kegiatan Belajar Masyarakat (PKBM) Tunas Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jurnalkhd.v3i1.248

Abstract

The aim of this study is to develop interactive, multimedia-based teaching materials to help increase reading interest in early childhood. The method used is research and development (R&D), which follows the Borg and Gall process with the following stages (1) potential and problem identification, (2) data collection, (3) product design, (4) expert validation and revision, and (5) limited field testing. The research involved two experts, two early childhood teachers, and ten children aged 4–6 years. Expert validation results indicated a high feasibility level (91%), teacher assessments yielded an average score of 90%, and children’s reading interest increased from 60% to 92% after using the developed media. Despite these results, the limited sample size and lack of advanced statistical testing restrict generalizability. The study concludes that multimedia-based interactive teaching materials can significantly enhance reading engagement in early childhood. Future research should integrate larger samples, additional statistical tests, and more immersive features such as augmented reality or adaptive feedback systems.
Analisis Dampak Penggunaan Augmented Reality Terhadap Hasil Belajar Kognitif Siswa SMP Ricka Putri Rizal; Ary Purmadi
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 1 (2026): Jurnal Kependidikan Ki Hajar Dewantara (Jurnal KHD)
Publisher : Lembaga Pusat Kegiatan Belajar Masyarakat (PKBM) Tunas Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jurnalkhd.v3i1.249

Abstract

This study aims to analyze the impact of using Augmented Reality (AR)–based learning media on junior high school students’ cognitive learning outcomes. The study is motivated by the limited use of AR as an instructional medium to support students’ cognitive skills, despite its potential to create more interactive and meaningful learning experiences. A quantitative approach was employed using a quasi-experimental method with a pretest–posttest control group design. The research population consisted of 77 eighth-grade students at SMP Setia Darma Palembang, with two classes selected purposively based on academic ability equivalence, each comprising 30 students. Class VIII A was assigned as the experimental group and received AR-based learning media, while Class VIII B served as the control group and received conventional learning media. The research instrument was a cognitive learning outcomes test in the form of 15 multiple-choice items that had been validated and tested for reliability. Data were analyzed using an independent samples t-test after fulfilling the assumptions of normality and homogeneity. The results indicated a significant difference in cognitive learning outcomes between students who learned using Augmented Reality and those who learned through conventional media (p < 0.05), with an effect size of 0.82, indicating that the use of Augmented Reality had a significant effect on improving junior high school students’ cognitive learning outcomes.
Pengaruh Model Pembelajaran Structured Inquiry Berbantuan Virtual Laboratorium Terhadap Pemahaman Konsep Siswa Puput Febriani; Ika Nurani Dewi; Saidil Mursali
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 1 (2026): Jurnal Kependidikan Ki Hajar Dewantara (Jurnal KHD)
Publisher : Lembaga Pusat Kegiatan Belajar Masyarakat (PKBM) Tunas Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jurnalkhd.v3i1.251

Abstract

This study aims to determine the effect of the structured inquiry learning model assisted by virtual laboratories on students' conceptual understanding at SMP Negeri 1 Maronge. This study uses a quantitative approach using a quasi-experimental method and a pretest-posttest control group design. The population of this study were students of SMPN 1 Maronge, with the research sample consisting of students in grades VIIIA and VIIIC. The sampling technique used was cluster random sampling. The research instrument used was a concept understanding test. Data analysis was carried out using the N-gain test to measure the increase in conceptual understanding, and ANCOVA to test differences between groups. The results showed that the conceptual understanding of students in the experimental class who used structured inquiry learning assisted by virtual laboratories-PhET had an N-Gain value of 0.63 (moderate criteria), while the control class had an n-gain value of 0.54 (moderate criteria). The results of the Ancova test showed a sig value of 0.000 ˂ α = 0.05, indicating a significant difference between the experimental and control groups. Thus, it can be concluded that the structure inquiry learning assisted by virtual laboratory-PhET has a positive effect on improving students' conceptual understanding. The results of this study can be a reference for implementing inquiry-based learning and virtual technology in improving the quality of science learning.
Peran Kegiatan Intrakurikuler dan Ekstrakurikuler dalam Penguatan Karakter dan Kompetensi Sosial Siswa di Lingkungan Sekolah Syaharuddin Syaharuddin; M. Yamin; Ayu Hesti; Fitri Fitri; Fina Elisa Putri; Indah Rahmawati; Imam Saputra; Fira Yuniar; Muhammad Fatteh
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 1 (2026): Jurnal Kependidikan Ki Hajar Dewantara (Jurnal KHD)
Publisher : Lembaga Pusat Kegiatan Belajar Masyarakat (PKBM) Tunas Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jurnalkhd.v3i1.254

Abstract

Intracurricular and extracurricular activities play a strategic role in shaping students’ character and social competence amid the challenges of modern education, which demand not only academic achievement but also the strengthening of moral values, ethics, and social skills. The urgency of this study is based on the need for schools to systematically integrate character education through activities inside and outside the classroom. This study aims to describe the role of intracurricular and extracurricular activities in strengthening character and developing students’ social competence at SMP IT Anak Sholeh Mataram. The method used is a qualitative approach with a descriptive research design. The research subjects include the principal, the vice principal for curriculum, and the vice principal for student affairs. The research instruments consist of observation sheets and interview guidelines containing 12 questions in six categories: character education, intracurricular activities, extracurricular activities, activity impacts, evaluation, and challenges and support. The research procedure was conducted through data collection, data reduction, data display, and conclusion drawing based on the Miles and Huberman model. The results indicate that intracurricular activities integrated with spiritual habituation, contextual learning, and active learning methods are able to instill values of discipline, responsibility, and cooperation. Meanwhile, extracurricular activities such as Scouts, OSIS (Student Council), and Basic Leadership Training contribute significantly to fostering leadership, empathy, social solidarity, and students’ interpersonal skills. The conclusion of this study confirms that the systematic integration of intracurricular and extracurricular activities, supported by teacher involvement and continuous evaluation, is effective in strengthening students’ character and social competence. The implications of this study highlight the need to strengthen collaboration among teachers, develop sustainable character-building programs, and enhance educators’ capacity through training so that character education can be implemented more optimally.

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