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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 30 Documents
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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.
Analisis Kemampuan Literasi Matematika Siswa Berbasis Self Confidence dalam Pemecahan Masalah Sistem Persamaan Linear Tiga Variabel Kelas X SMA Hang Tuah 3 Mataram Afra Nisaa Ba’i Atun; I Ketut Sukarma; Yuntawati
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 2 (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.v3i2.211

Abstract

Mathematical literacy is essential for students to formulate, employ, and interpret mathematics in various contextual problems. This study aimed to describe students’ mathematical literacy skills based on their levels of self-confidence in solving three-variable linear equation system problems among tenth-grade students at SMA Hang Tuah 3 Mataram. The study employed a descriptive qualitative approach. The initial participants were 10 students who completed a self-confidence assessment and a mathematical literacy test. Subsequently, six students were purposively selected as the main subjects, consisting of two students in the high category, two in the moderate category, and two in the low category. Data were collected through a self-confidence questionnaire, a mathematical literacy essay test, and semi-structured interviews. Data analysis involved data reduction, data presentation, and conclusion drawing, while data credibility was examined through technique triangulation. The findings showed that students with high self-confidence tended to fulfil all three indicators of mathematical literacy: formulating problems mathematically, employing mathematical concepts, facts, procedures, and reasoning, and interpreting and evaluating results. Students with moderate self-confidence were able to formulate problems and apply mathematical procedures but were not yet consistent in interpreting results. Students with low self-confidence experienced difficulties in almost all indicators and were unable to explain their solutions independently. Therefore, higher self-confidence tended to be accompanied by better mathematical literacy skills
Penerapan Problem-Based Learning Berbantuan Wordwall dalam Mencapai Ketuntasan Motivasi Belajar dan Pemahaman Konsep SPLDV Komang Winanti Dewi; Sanapiah; Eliska Juliangkary
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 2 (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.v3i2.261

Abstract

This study aimed to analyze the implementation of Wordwall-assisted Problem-Based Learning (PBL) in achieving mastery of learning motivation and mathematical conceptual understanding of Systems of Linear Equations in Two Variables. The study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. It was conducted in one cycle comprising four meetings and involved 23 Grade VIII-A students of SMP Negeri 2 Tanjung. Data were collected through a learning motivation questionnaire, a mathematical conceptual understanding test, teacher and student activity observation sheets, and documentation. All learning materials and research instruments underwent expert validation. The data were analyzed using quantitative and qualitative descriptive techniques. The results showed that 19 students, or 83%, achieved the mastery criterion for learning motivation, with an average percentage of 81%, categorized as very high. Regarding mathematical conceptual understanding, 19 students, or 83%, achieved the minimum score of 75, with a class average of 84.1. Teacher activity reached 99% and was categorized as very good, while student activity reached 89% and was categorized as very active. All results exceeded the predetermined classical mastery criterion of 80%; therefore, the action was concluded in Cycle I. Wordwall-assisted PBL thus supported the achievement of mastery in learning motivation and conceptual understanding, although several students still required guidance in constructing mathematical models and solving problems systematically
Pengaruh Model Pembelajaran Kooperatif Tipe STAD Berbantuan GeoGebra pada Materi Bangun Ruang terhadap Minat dan Hasil Belajar Siswa Kelas V SD Kuyani Desi Safitri; Ahmad Muzaki; Sanapiah Sanapiah; Zainal Abidin
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 2 (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.v3i2.264

Abstract

The low levels of students’ interest and learning outcomes in solid geometry indicate the need for instructional models and media that can increase student engagement and facilitate the visualization of geometric concepts. This study aimed to analyze the effect of the GeoGebra-assisted Student Teams Achievement Division (STAD) cooperative learning model on fifth-grade elementary students’ learning interest and achievement. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The sample consisted of 33 students, including 18 students in the experimental group at SD Negeri 1 Marong and 15 students in the control group at SD Negeri 2 Marong. The experimental group received GeoGebra-assisted STAD instruction, whereas the control group received STAD instruction without GeoGebra. Data were collected through an achievement test, a learning-interest questionnaire, and documentation. The data were analyzed using the Shapiro–Wilk test, Levene’s test, an independent-samples t-test, and normalized gain analysis. The results showed that the experimental group’s mean achievement score increased from 30.27 to 60.83, whereas the control group’s score increased from 24.33 to 44.00. The hypothesis test yielded (t=2.948) with a significance value of 0.006, indicating a significant difference in learning outcomes between the two groups. The experimental group obtained a mean N-Gain of 44.38%, categorized as moderate, whereas the control group obtained 25.94%, categorized as low. The learning-interest score increased by 13.00 points in the experimental group and by 8.87 points in the control group. Therefore, GeoGebra-assisted STAD positively affected students’ learning outcomes and showed a greater descriptive increase in learning interest than STAD without GeoGebra
Penerapan Model Group Investigation Bantuan Alat Peraga untuk Meningkatkan Minat dan Hasil Belajar Matematika Peserta Didik Thoriqatul Amamy; Agusfianuddin; Pujilestari; Zainal Abidin
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 2 (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.v3i2.265

Abstract

The low level of students’ interest and mathematics learning outcomes in solid geometry indicates the need for an instructional approach that actively engages students while helping them visualize abstract mathematical concepts. This study aimed to describe the implementation of the Group Investigation learning model assisted by bamboo-stick manipulatives to improve the learning interest and mathematics achievement of eighth-grade students at MTs NW Senyiur. This study employed classroom action research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection stages and was implemented in two meetings. The research participants comprised 22 students, although only 21 students completed the learning evaluation. Data were collected using a learning-interest questionnaire, observation sheets of teacher and student activities, and mathematics achievement tests. The data were analyzed descriptively using percentages of learning interest, classroom activities, and classical learning mastery. The findings showed that the average percentage of students’ learning interest increased from 64.77% in Cycle I, categorized as moderate, to 78.86% in Cycle II, categorized as good. Classical learning mastery increased from 42.85% in Cycle I to 80.95% in Cycle II. Students’ learning activities also improved from 65.83% to 85.83%. These findings indicate that the Group Investigation learning model assisted by bamboo-stick manipulatives created a more active, collaborative, and concrete learning environment, thereby improving students’ interest and mathematics learning outcomes in the topics of cubes and rectangular prisms.
Kesiapan Bersekolah dalam Transisi dari PAUD ke Pendidikan Dasar: Perspektif Ekologis dan Multidimensional Wulan Feronika Maharani; Putri Maratus Sholikhah; Taufika Nururrohmah; Mohamad Azhar Annawa UBM
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 2 (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.v3i2.325

Abstract

The transition from Early Childhood Education (ECE) to primary school is a critical developmental stage that influences children's academic and social success. This study aimed to synthesize the literature on school readiness during the transition from ECE to primary school from ecological and multidimensional perspectives. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Articles were retrieved from Google Scholar, Portal Garuda, DOAJ, and Semantic Scholar between January 2020 and May 2026. Of the 380 records identified, 41 studies met the inclusion criteria and were analyzed using thematic synthesis. The findings indicate that school readiness comprises six key dimensions: social-emotional development, cognitive development, language and literacy, self-regulation, physical-motor development, and approaches to learning. Among these, social-emotional development and self-regulation emerged as the most consistent predictors of successful school transition. School readiness is influenced by ecological factors across all levels of Bronfenbrenner's ecological systems. Effective transition practices include parent psychoeducation, play-based learning activities, and collaboration among key stakeholders, whereas an excessive emphasis on early literacy and numeracy instruction and weak alignment between ECE and primary education remain major barriers. The findings highlight the importance of holistic, collaborative, and ecologically informed assessment and transition programs to support children's successful transition to primary school.

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