cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aslan
Contact Email
aslanalbanjary066@gmail.com
Phone
+6285245268806
Journal Mail Official
aslanalbanjary066@gmail.com
Editorial Address
Jalan. H. Muckhsin Dusun Tanjung Mentawa, Desa Tanjung Mekar Sambas, Kalimantan Barat, Indonesia
Location
Kab. sambas,
Kalimantan barat
INDONESIA
Jurnal Pendidikan dan Keguruan
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 29683295     DOI : -
Core Subject : Education,
Education Mathematics Other
Jurnal ini memfokuskan kepada hal-hal yang berkaitan dengan bidang ilmu pendidikan dengan scop pendidikan dasar, menengah, pendidikan luar sekolah pendidikan tinggi, assessment pembelajaran, kurikulum pendidikan, filosofi pendidikan dan topik lainnya yang berkaitan dengan pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 871 Documents
 84   85   86   87   88 
UPAYA GURU KELAS DALAM PEMBINAAN AKHLAK MULIA KELAS IV DI SD NEGERI 06 ARUNG PARAK TAHUN 2023-2024 Erni Srihastuti; Susilawati; Patriana
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to uncover: 1) The implementation of the role of class teachers in fostering noble morals among fourth-grade students at SD Negeri 06 Arung Parak in the 2023-2024 academic year. 2) The inhibiting factors in fostering noble morals among fourth-grade students at SD Negeri 06 Arung Parak in the 2023-2024 academic year. This study employed a qualitative approach and phenomenological research. Data collection techniques included interviews, observation, and documentation. Data analysis techniques included data reduction, data display, and conclusions. Data validity was verified using source triangulation and member checking. The results of the study indicate that: 1. Class Teacher Implementation in Fostering Noble Morals in Grade IV Students at SD Negeri 06 Arung Parak in the 2023-2024 Academic Year includes: 1) supervising children's social interactions at school; 2) accustoming children to religious practices; 3) instilling compassion for others; 4) Role Modeling; 5) Advice; 6) Prohibition; 7) Punishment; 8) Habituation.
PENINGKATAN PEMAHAMAN KONSEP SISWA SEKOLAH DASAR MELALUI MEDIA PEMBELAJARAN MATEMATIKA Razalna Rahmah; Nazahelmalia Putri; Lumatun Nuril Hidayah; Dian Mustika Anggraini
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20054462

Abstract

This research aims to deeply examine the role and effectiveness of various types of learning media in improving elementary school students' understanding of mathematical concepts. The primary problem underlying this study is the gap between the abstract nature of mathematical objects and the cognitive development stage of elementary students, who are still in the concrete operational phase, leading to poor conceptual understanding. The research method employed is a qualitative approach with a library research design, involving a systematic analysis of 10 relevant scientific literatures. The results indicate that utilizing diverse learning media, including concrete props, visual media, and integrated audio-visual technology, effectively serves as a cognitive bridge for students. These media reduce material abstraction into tangible representations that are easily manipulated, thereby significantly enhancing cognitive learning outcomes, motivation, and active participation in class. A logical consequence of these findings is the necessity for teacher creativity in integrating innovative media to strengthen students' cognitive foundations in mathematics learning.
STRATEGI GURU DALAM MENGATASI ANAK SLOW LEARNER DALAM PEMBELAJARAN MATEMATIKA KELAS VI MADRASAH IBTIDAIYAH SWASTA TARBIYAH TEBAS TAHUN 2024-2025 Ririn Padilah; Suhari; Hadisa Putri
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study is to analyze: (1) teachers' strategies in mathematics learning in Grade VI at Tarbiyah Tebas Private Madrasah Ibtidaiyah, (2) the characteristics of slow learner students in mathematics learning in Grade VI at Tarbiyah Tebas Private Madrasah Ibtidaiyah, and (3) teachers' strategies to address slow learner students in mathematics learning in Grade VI at Tarbiyah Tebas Private Madrasah Ibtidaiyah. This study employs a qualitative approach with a case study research design. Data collection techniques include interviews and observations. The data analysis techniques used are data reduction, data display, and conclusion drawing. The techniques for checking the validity of the data are triangulation and member checking. The results of this study indicate that: (1) the learning strategies implemented by teachers are oriented toward a student-centered approach, with the teacher acting as a facilitator. Various learning models are applied, including cooperative learning, contextual learning, problem-solving, and discovery learning, supported by the use of diverse methods and media such as teaching aids, educational games, and interactive videos. These strategies are able to increase student participation, collaboration, and facilitate the understanding of slow learner students. (2) the characteristics of slow learner students in mathematics learning are marked by difficulties in understanding abstract concepts, slower problem-solving abilities, a tendency to lose concentration easily, a need for more time, and weak memory. These conditions impact their low interest in participating in mathematics learning. (3) teachers implement strategies through curriculum modification, simplification of materials, individual guidance, remedial teaching, the use of engaging media, and the application of cooperative learning through peer tutoring and group discussions. Teachers also use simple language, provide repetition of material, and give exercises gradually and repeatedly. With these strategies, slow learner students are better supported in understanding the material and participating more effectively in the learning process.
HUBUNGAN MODEL, PENDEKATAN, STRATEGI, DAN TEORI BELAJAR DALAM KONTEKS PENERAPAN KURIKULUM MERDEKA Yuli, Yuli
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the relationship between learning theories, approaches, strategies, and instructional models in the context of implementing the Merdeka Curriculum.  The  Merdeka  Curriculum  emphasizes  student-centered  learning, flexibility,  and  the  development  of  competencies  and  character.  Therefore,  a comprehensive understanding of the interconnection among these four components is essential in the learning process. This study employs a qualitative approach using a library research method by collecting and analyzing various literature sources, including  books,  academic journals,  and  official  educational  documents.  The findings indicate that learning theories serve as the conceptual foundation, learning approaches  as  perspectives,   learning  strategies   as   operational  plans,   and instructional models as concrete implementations in classroom activities. These four components are systematically interconnected and mutually reinforcing. The alignment  among  learning  theories,  approaches,  strategies,  and  instructional models is crucial in creating effective and meaningful learning that aligns with students’ characteristics within the Merdeka Curriculum. Therefore, teachers are required to integrate these components appropriately in their teaching practices.
PENGEMBANGAN MEDIA PEMBELAJARAN FIQIH DI ERA MODERN Vera Susanti; Achmad Syarifudin; Rubi Awalia; Umi Nasikhah
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20054501

Abstract

The development of information and communication technology in the modern era has had a significant impact on the world of education, including the teaching of fiqh. Fiqh teaching materials have become a key component in enhancing students’ understanding of the concepts of worship, ethics and Islamic law in a more interactive and engaging manner. The development of fiqh learning media is not limited to textbooks but also encompasses the use of digital media, images, videos, and animations capable of capturing students’ attention and facilitating teachers in delivering the material. This study discusses various strategies for developing fiqh learning media relevant to students’ needs in the modern era, such as the utilisation of interactive multimedia, educational games, and technology-based learning applications. The results indicate that the use of innovative learning media can enhance students’ motivation to learn, their understanding of the material, and their active participation. Furthermore, creatively developed media also encourages teachers to apply more varied and contextual teaching methods, thereby making the fiqh learning process more effective and enjoyable.
MODEL PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI: ANALISIS ADDIE, 4D, DAN ASSURE Asti Cahya Dewi; Fitria Salsabiila; Rasikha Auliya Arifin; Rafi Nur Aqshal; Hesti Kusumaningrum
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20054441

Abstract

The rapid development of information and communication technology has encouraged the integration of digital-based media into educational practices to improve learning effectiveness and student engagement. This study aims to analyze three widely used instructional development models ADDIE, 4D, and ASSURE in the context of technology-based learning media development. Using a literature review method, this research examined relevant books, journal articles, and academic publications to describe the characteristics, stages, and applicability of each model. The findings show that the ADDIE model provides a systematic and continuous framework for designing instructional products; the 4D model emphasizes structured product development up to dissemination; while the ASSURE model focuses on integrating media and technology based on learner characteristics and active participation. Each model offers distinct strengths: ADDIE is adaptable and comprehensive, 4D is practical for structured product development, and ASSURE is effective for classroom-based technology integration. In conclusion, the three models can serve as valuable references for educators in selecting appropriate development frameworks according to instructional needs and learning objectives in technology-based environments.
UPAYA GURU MENGATASI PROBLEMATIKA DALAM IMPLEMENTASI KURIKULUM MERDEKA SD/MI( PENDEKATAN SYSTEMATIC LITERATURE REVIEW)SIDANG TAHUN PELAJARAN 2023-2024 Melly Lestari; Nuraini; Rona
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine: (1) the problems faced by teachers in implementing the Merdeka Curriculum at the elementary school (SD/MI) level; (2) the factors influencing these problems; and (3) the efforts made by teachers to overcome such challenges. This research employs a Systematic Literature Review (SLR) approach, which involves collecting, analyzing, and synthesizing relevant literature such as books, journals, and other academic publications related to the research topic. The findings indicate that: (1) the main problems faced by teachers include limited experience with independent learning concepts, insufficient teaching preparation, negative student perceptions toward certain subjects, inappropriate teaching methods, and inadequate learning media; (2) the influencing factors consist of school management quality, availability of learning resources, teaching strategies and methods, parental support, learning systems, relevance of teaching materials, and teacher competence; and (3) teachers’ efforts to address these challenges include improving educational qualifications, participating in training and mentoring programs (especially in information technology), enhancing teaching experience, increasing access to learning resources and media, adapting teaching methods to students’ needs and local contexts, implementing project-based and differentiated learning, strengthening pedagogical competence, optimizing human resources and facilities, fostering collaboration among teachers, increasing student participation, applying interactive and creative teaching methods, involving parents more actively, utilizing varied and technology-based learning media, and strengthening collaboration with communities, government, educational institutions, and industry. These findings highlight the importance of comprehensive support and continuous professional development for teachers to ensure the successful implementation of the Merdeka Curriculum.
EFEKTIVITAS MODEL INKUIRI SOSIAL TERHADAP KETERAMPILAN SOSIAL DAN PARTISIPASI SISWA KELAS TINGGI SD Neza
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the effectiveness of the social inquiry learning model on the social skills and participation of upper-grade elementary school students. The social inquiry model emphasizes the investigation of social issues through discussion, group work, and reflection, encouraging students to actively interact and think critically. This research employed a quantitative approach with a quasi-experimental design. The participants were upper-grade elementary school students divided into an experimental class and a control class. Data were collected through observation, social skills questionnaires, and student participation assessment sheets. The findings indicate that the implementation of the social inquiry model significantly improves students’ social skills and participation compared to conventional teaching methods. Students became more active in discussions, demonstrated better cooperation, and showed mutual respect during the learning process. Therefore, the social inquiry model can serve as an effective alternative approach to enhance social skills and increase student participation in upper-grade elementary classrooms.
PENGEMBANGAN STRATEGI PEMBELAJARAN BAHASA DAN SASTRA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR TINGKAT TINGGI (HOTS) Eka Sartika; Zilfa Achmad Bagtayan; Munkizul Umam Kau
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20054448

Abstract

This study aims to analyze and develop effective learning strategies in language and literature education to enhance students’ Higher Order Thinking Skills (HOTS). Using a qualitative approach through library research, this study synthesizes recent scholarly works from reputable international journals indexed in Scopus published within the last five years. The analysis focuses on identifying key strategies, challenges, and research gaps in implementing HOTS-oriented learning in language and literature classrooms. The findings reveal that conventional teacher-centered approaches remain dominant and are insufficient to foster higher-level cognitive skills such as analysis, evaluation, and creation. In contrast, constructivist learning strategies—such as Problem-Based Learning, Project-Based Learning, and critical literacy approaches—demonstrate significant effectiveness in promoting HOTS. Furthermore, integrating digital technologies, including interactive media and digital storytelling, enhances student engagement and supports the development of critical and creative thinking skills. However, the study also identifies several challenges, including limited teacher competency in designing HOTS-based instruction, inadequate learning resources, and constraints related to curriculum implementation. Addressing these issues requires a comprehensive and integrative instructional model that combines critical literacy, project-based learning, and digital technology. This study contributes to the existing literature by proposing a holistic, context-based framework for language and literature learning that aligns with 21st-century educational demands. The findings are expected to provide practical implications for educators and policymakers in improving the quality of learning and fostering students’ higher-order thinking skills in a globalized educational context.
PENINGKATAN PRESTASI BELAJAR MATERI PENDIDIKAN AGAMA KATOLIK MODEL PEMBELAJARAN COOPERATIF TIPE TEAM GAMMES TOURNAMENT (TGT) Maria Gelu; Veronika Buak; Skolastika Lelu
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20054617

Abstract

This study is intended to enhance the learning achievement of Grade XI students in the Agribusiness Processing of Fishery Products (APHP) program at SMK Negeri 1 Lamalera through the application of the Cooperative Learning Model, Team Games Tournament (TGT) type. The research employed Classroom Action Research (CAR) to identify classroom learning problems and implement appropriate improvement strategies. The study was conducted at SMK Negeri 1 Lamalera, Lamalera B Village, Wulandoni District, Lembata Regency. The participants consisted of 10 Grade XI APHP students, including 3 male and 7 female students. Data were collected using observation and learning achievement tests. The findings indicate that during the pre-cycle stage, the average score was 46.72, with only 2 students (9%) achieving mastery. In Cycle I, 6 students (81%) met the minimum mastery criteria, while 4 students (18%) had not yet achieved mastery. In Cycle II, all students achieved mastery learning, reaching 100%. These results demonstrate that the TGT cooperative learning model effectively improves student learning achievement in Catholic Religious Education.

Page 87 of 88 | Total Record : 871

 84   85   86   87   88 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 12 (2026): Jurnal Pendidikan dan Keguruan Vol. 3 No. 11 (2026): Jurnal Pendidikan dan Keguruan Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan Vol. 4 No. 2 (2026): Jurnal Pendidikan dan Keguruan Vol. 4 No. 1 (2026): Jurnal Pendidikan dan Keguruan Vol. 3 No. 10 (2025): Jurnal Pendidikan dan Keguruan Vol. 2 No. 12 (2025): Jurnal Pendidikan dan Keguruan Vol. 2 No. 11 (2025): Jurnal Pendidikan dan Keguruan Vol. 3 No. 9 (2025): Jurnal Pendidikan dan Keguruan Vol. 3 No. 8 (2025): Jurnal Pendidikan dan Keguruan Vol. 3 No. 7 (2025) Vol. 3 No. 6 (2025): JUNI Vol. 3 No. 5 (2025): MEI Vol. 3 No. 4 (2025): APRIL Vol. 3 No. 3 (2025): Jurnal Pendidikan dan Keguruan Vol. 3 No. 2 (2025): Jurnal Pendidikan dan Keguruan Vol. 3 No. 1 (2025): Jurnal Pendidikan dan Keguruan Vol. 1 No. 7 (2025): Jurnal Pendidikan dan Keguruan Vol. 2 No. 10 (2024): Jurnal Pendidikan dan Keguruan Vol. 1 No. 12 (2024): Jurnal Pendidikan dan Keguruan Vol. 1 No. 11 (2024): Jurnal Pendidikan dan Keguruan Vol. 2 No. 9 (2024): Jurnal Pendidikan dan Keguruan Vol. 2 No. 8 (2024): Jurnal Pendidikan dan Keguruan Vol. 2 No. 7 (2024): Jurnal Pendidikan dan Keguruan Vol. 2 No. 6 (2024): Jurnal Pendidikan dan Keguruan Vol. 2 No. 5 (2024): Jurnal Pendidikan dan Keguruan Vol. 2 No. 4 (2024): Jurnal Pendidikan dan Keguruan Vol. 2 No. 3 (2024): Jurnal Pendidikan dan Keguruan Vol. 2 No. 2 (2024): Jurnal Pendidikan dan Keguruan Vol. 2 No. 1 (2024): Jurnal Pendidikan dan Keguruan Vol. 1 No. 10 (2023): Jurnal Pendidikan dan Keguruan Vol. 1 No. 9 (2023): Jurnal Pendidikan dan Keguruan Vol. 1 No. 8 (2023): Jurnal Pendidikan dan Keguruan Vol. 1 No. 6 (2023): Jurnal Pendidikan dan Keguruan Vol. 1 No. 5 (2023): Jurnal Pendidikan dan Keguruan Vol. 1 No. 4 (2023): Jurnal Pendidikan dan Keguruan Vol. 1 No. 3 (2023): Jurnal Pendidikan dan Keguruan Vol. 1 No. 2 (2023): Jurnal Pendidikan dan Keguruan Vol. 1 No. 1 (2023): Jurnal Pendidikan dan Keguruan More Issue