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Jurnal Santiaji Pendidikan (JSP)
Published by Universitas Mahasaraswati
ISSN : 20879016     EISSN : 26854694     DOI : https://doi.org/10.36733/jsp.v9i2
Core Subject : Education,
Education
Jurnal Santiaji Pendidikan (JSP) adalah jurnal yang memuat publikasi berupa hasil penelitian dan kajian pustaka dalam bidang pendidikan. JSP diterbitkan sejak Januari 2011 oleh Fakultas Keguruan dan Ilmu Pendidikan Universitas Mahasaraswati Denpasar. JSP terbit dua kali setahun pada bulan Januari, dan Juli.
Arjuna Subject : -
Articles 444 Documents
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PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERKOLABORASI PESERTA DIDIK Desak Nyoman Budiningsih; Ni Komang Dina Suciari
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14116

Abstract

Collaboration skills are among the essential 21st-century skills to be developed in Biology education. However, observations at SMA (SLUA) ​​Saraswati 1 Denpasar indicate that student interaction and cooperation during Biology lessons have not been optimal. One strategy to enhance these skills is the implementation of the Problem-Based Learning (PBL) model, which engages students in active and collaborative problem-solving. This study aims to analyze the impact of the PBL model on the collaboration skills of Grade X students at SMA (SLUA) ​​Saraswati 1 Denpasar. A quasi-experimental method with a Nonequivalent Control Group design was employed. The sample consisted of 66 students, divided into an experimental class and a control class. The experimental class received instruction using the PBL model, while the control class used a conventional teaching model. Data on collaboration skills were collected via a 20-item questionnaire covering five collaboration skill indicators; the instrument had previously undergone validity and reliability testing. The results showed that the collaboration skill score in the experimental class rose from 13.66 (pretest) to 14.28 (posttest). Meanwhile, the control class saw an increase from 12.97 (pretest) to 13.18 (posttest). A significance test revealed a significant difference between the experimental and control groups, with an Asymp. Sig. value of 0.004 (p < 0.05). The calculated effect size was 0.35, falling into the medium category. This indicates that the implementation of the Problem-Based Learning (PBL) model has a moderate effect on students' collaboration skills.
PLANT BLINDNESS MENUJU LITERASI MORFOLOGI TUMBUHAN: SYSTEMATIC LITERATURE REVIEW TENTANG PEMBELAJARAN, IDENTIFIKASI TUMBUHAN, DAN LITERASI BOTANI I Made Diarta
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14293

Abstract

Plant morphology is a fundamental component of biology education because it supports students’ ability to observe, describe, identify, classify, and understand plants as living organisms with ecological significance. However, plants often receive less attention in educational contexts compared with other biological organisms, contributing to plant blindness or plant awareness disparity. Addressing this issue requires the development of botanical literacy, including morphological literacy, which emphasizes the ability to recognize, describe, interpret, and use plant morphological characteristics in scientific contexts. This systematic literature review aims to synthesize research on instructional strategies for plant morphology learning and examine their contribution to botanical literacy, morphological literacy, plant awareness, and efforts to overcome plant blindness. Articles were retrieved from the Scopus database in May 2026 using TITLE-ABS-KEY terms related to plant morphology, plant identification, herbarium, plant blindness, plant awareness, botanical literacy, morphological literacy, learning, teaching, and educational participants. The initial search yielded 282 records. After applying inclusion criteria related to article type, English language, publication years 2016–2026, final publication stage, and Social Sciences subject area, 44 articles remained. Nineteen full-text articles were assessed for eligibility, and two articles were excluded due to lack of relevance, resulting in 17 articles included in the final synthesis. The findings identified five major instructional clusters: outdoor observation and field-based learning; educational gardens, herbaria, and local biodiversity learning; digital applications and artificial intelligence for plant identification; virtual field trips and online learning resources; and inquiry-based learning integrated with local knowledge. The reviewed studies indicate that meaningful plant morphology learning involves direct interaction with plants, systematic observation of morphological characteristics, use of botanical terminology, and integration of scientific validation. Digital technologies provide valuable support for identification and engagement but should complement rather than replace direct morphological observation. This review concludes that strengthening morphological literacy is an important pathway for developing botanical literacy and increasing plant awareness. Future plant education should move beyond memorizing plant structures toward contextual scientific experiences that enable learners to understand plants as organisms with structural, functional, ecological, and cultural significance.
PERAN MEDIASI SELF-EFFICACY ANTARA ADVERSITY QUOTIENT DAN KEMAMPUAN BERPIKIR TINGKAT TINGGI (HOTS) MATEMATIKA: PENDEKATAN PLS-SEM Nurhayati Rahayu, Yayu; Susanti, Sussy; Nabilah, Maitsa
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14430

Abstract

Higher-Order Thinking Skills (HOTS) in mathematics is an increasingly important competency in 21st-century education, but in reality, students in Indonesia still show low achievement in this aspect. This study aims to examine the role of self-efficacy as a mediating variable in the relationship between adversity quotient (AQ) and HOTS in mathematics of junior high school students, using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. Data were collected from 254 students using validated instruments, including the AQ scale (13 items), self-efficacy scale (10 items), and the HOTS test in mathematics. The results of the evaluation of the measurement model showed that all outer loading values ​​exceeded the minimum limit of 0.70, confirming adequate reliability and validity of the instrument. In the structural model, it was found that AQ had a significant effect on self-efficacy (β = 0.641, R² = 0.411) and a direct effect on HOTS (β = 0.279). Self-efficacy also showed a direct positive effect on HOTS (β = 0.114), resulting in an indirect effect of AQ on HOTS through self-efficacy of 0.073 (total effect = 0.352, R² = 0.132). This finding proves that self-efficacy acts as a partial mediator in the AQ–HOTS relationship, emphasizing the importance of simultaneously strengthening students' resilience in facing difficulties and academic self-confidence to improve higher-order mathematical thinking skills
INTERNALISASI NILAI-NILAI HUMANISME DIGITAL DALAM PEMBELAJARAN PENDIDIKAN PANCASILA UNTUK MEMBENTUK DIGITAL CITIZENSHIP Mupidin, Pipid; Rahmat; Muhammad Barus, Zawir
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14454

Abstract

Digital transformation has changed the ways students learn, communicate, construct identity, and participate in public life. However, the intensity of technology use has not always been accompanied by ethical awareness, empathy, respect for privacy, and civic responsibility in the digital sphere. This article aims to analyze the internalization of digital humanism values in Civic Education learning as an effort to develop students’ digital citizenship. This study employed a library research method with a qualitative descriptive approach through the examination of journal articles, academic books, policy documents, and relevant scholarly sources published between 2020 and 2026. The findings indicate that digital humanism encompasses respect for human dignity, digital empathy, responsibility in the use of technology, information honesty, respect for privacy, justice, inclusion, and democratic participation. These values can be internalized through digital case-based learning, deliberative discussion, moral reflection, analysis of rights and responsibilities, digital civic projects, habituation of ethical communication, and authentic assessment. This study emphasizes that Civic Education has a strategic role in shaping digital citizens who are ethical, critical, humanistic, democratic, inclusive, and responsible. Conceptually, this article offers a synthesis that the formation of digital citizenship cannot rely solely on technical skills, but must also be supported by Pancasila values, moral awareness, and humanizing civic practices within the contemporary digital ecosystem of Indonesian students.
MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS, KOLABORASI, DAN KOMUNIKASI SISWA KELAS I MATA PELAJARAN MATEMATIKA MENGGUNAKAN MODEL PRO-BINTANG DI SDN ANTASAN KECIL TIMUR 1 Marsanda, Annisa; Suriansyah, Ahmad
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14511

Abstract

This study is motivated by the low critical thinking, collaboration, and communication skills of Grade I students at SDN Antasan Kecil Timur 1 in Mathematics learning on the topic of Numbers 11–20, characterized by passive student dominance and suboptimal group cooperation. This study aims to describe teacher and student activities and analyze the improvement of critical thinking, collaboration, communication skills, and learning outcomes through the PRO-BINTANG model (Problem Based Learning, Numbered Heads Together, and Talking Chips). This research employs a qualitative descriptive approach with a Classroom Action Research (CAR) design conducted over four meetings through the stages of planning, action, observation, and reflection. Subjects were 20 Grade I students (11 boys and 9 girls) in the 2025/2026 academic year. Data were collected through observation and tests, analyzed descriptively and through cross-tabulation. The results show that teacher activity reached the success indicator with a "Very Good" criterion, while student activity reached the success indicator with "Almost All Students Very Active." Students' critical thinking, collaboration, and communication skills each reached the success indicator with an "Almost All Students Very Skilled" criterion. Learning outcomes also reached the success indicators: affective outcomes with an "Almost All Students Behaved Very Well" criterion, psychomotor outcomes with an "Almost All Students Very Skilled" criterion, and cognitive outcomes showing consistent improvement across meetings until reaching the minimum completeness criteria (KKTP ≥65) with a "Complete (Tuntas)" criterion. These findings indicate that the implementation of the PRO-BINTANG model was associated with improvements in critical thinking, collaboration, communication skills, and learning outcomes of Grade I students in Mathematics
IMPLEMENTASI MODEL PASS + MEDIA WA DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KERJA SAMA PADA PEMBELAJARAN IPAS Sa'adah, Muna; Ahmad Suriansyah
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14513

Abstract

The present study aimed to increase Grade IV students’ critical thinking and collaboration skills in IPAS learning at SDN Kelayan Dalam 4 Banjarmasin by applying the PASS model, integrating Problem-Based Learning, SAVI, and Scramble with Wayground media. The research utilized a Classroom Action Research (CAR) design conducted over four meetings with 30 fourth-grade students. Data were collected through observation, tests, and documentation, and analyzed using descriptive qualitative analysis and cross-tabulation. The results indicated that integrating the PASS research design that included two cycles Wayground the media successfully enhanced all aspects examined in the study. Teacher activity rose from 65% to 92.5%, reaching the “Very Good” category. Student activity rose from 66.7% to 83.4%, reaching the “Highly Active” category. Critical thinking skills increased from 56.7% to 83.4%, while collaboration skills rose from 56.7% to 80%. Both reached the “Highly Skilled” category. These gains in addition positively affected students' learning outcomes. Cognitive learning outcomes rose from 66.7% to 86.7%, reaching the “Almost All Students Achieved Mastery” category. Affective learning outcomes showed improvement from 66.7% to 86.6%, reaching the "Almost All Students Demonstrated Excellent Behavior" category, while psychomotor learning outcomes increased from 66.7% to 86.6%, achieving the “Almost All Students Demonstrated High Proficiency” category. This improvement was supported by the implementation of PBL syntax, which encouraged students to analyze and solve problems, combined with SAVI, which engaged students in somatic, auditory, visual, and intellectual activities, as well as Scramble and Wayground, which increased student engagement in learning activities and fostered group teamwork.
Peningkatan Keterampilan Menulis Teks Pidato Persuasif Melalui Model Problem Based Learning (PBL) Berbasis Isu Lingkungan Sekolah Pada Peserta Didik Kelas VIII E SMP Negeri 14 Denpasar Fairuz Annisa, Zahrani; I G.A.P. Tuti, Indrawati
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14599

Abstract

This research was prompted by the inadequate persuasive writing abilities among eighth-grade students in Class E at SMP Negeri 14 Denpasar. The students struggled to determine writing topics, organize the structure of their speeches systematically, integrate facts and data into their arguments, and use effective persuasive sentences. Through the use of a Problem Based Learning (PBL) paradigm focused on environmental issues in the classroom, this study seeks to improve students' persuasive speech writing abilities. 42 eighth-grade students from class VIII E at SMP N 14 Denpasar participated in two cycles of Classroom Action Research (CAR), which was used in the study. Data collection techniques include tests, observations, documentation, and questionnaires. Data is analyzed descriptively using both quantitative and qualitative methods. Qualitative analysis describes the learning process and changes in student behavior as they apply the activities. However, quantitative analysis determines the average scores and the percentage of student learning completeness. The findings demonstrate that implementing a Problem-Based Learning (PBL) model centered on school environmental issues effectively improved students’ persuasive speech writing skills. The students’ mean score increased from 60.33 in Cycle I to 83.14 in Cycle II. The novelty of this study lies in the use of school environmental issues as an authentic context for implementing the PBL model, helping students select topics, develop ideas, and construct persuasive speech texts supported by facts, data, scientific vocabulary, and persuasive sentences.
PENERAPAN PENDEKATAN PEMBELAJARAN MENDALAM BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS XI.A.1 SMAN 7 DENPASAR PADA MATERI FUNGSI DAN PEMODELAN Agustini, Kadek Trisna; I Gusti Ayu Putu Arya Wulandari; Kartiwi, Desak Putu
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14655

Abstract

Penelitian tindakan kelas ini bertujuan mendeskripsikan perubahan hasil belajar siswa kelas XI.A.1 SMA Negeri 7 Denpasar pada materi fungsi dan pemodelan setelah penerapan pendekatan pembelajaran mendalam berbantuan GeoGebra. Subjek penelitian terdiri atas 36 siswa dan tindakan dilaksanakan dalam dua siklus yang masing-masing meliputi perencanaan, pelaksanaan, observasi, dan refleksi. Data kuantitatif diperoleh melalui tes hasil belajar dan dianalisis secara deskriptif menggunakan rata-rata, persentase ketuntasan, dan N-Gain, sedangkan data kualitatif diperoleh melalui observasi, wawancara, dan dokumentasi untuk menjelaskan proses pelaksanaan tindakan. Rata-rata nilai Pra-siklus sebesar 71,0 menurun menjadi 60,4 pada Siklus I, kemudian meningkat menjadi 86,7 pada Siklus II. Persentase ketuntasan berturut-turut sebesar 47,2%, 41,7%, dan 80,6%, dengan rata-rata N-Gain yang dilaporkan sebesar -0,26 pada Siklus I dan 0,15 pada Siklus II. Hasil observasi menunjukkan bahwa pada Siklus I siswa masih beradaptasi dengan pembelajaran yang menuntut keterlibatan aktif, sedangkan pada Siklus II partisipasi dan kemampuan menghubungkan representasi fungsi dengan masalah kontekstual lebih baik setelah dilakukan penguatan konsep, scaffolding, dan pengelolaan aktivitas yang lebih terarah. Karena cakupan submateri dan instrumen tes berbeda antartahap, hasil ini ditafsirkan sebagai peningkatan deskriptif dalam konteks PTK dan tidak diatribusikan semata-mata pada GeoGebra atau satu komponen tindakan
THE RELATIONSHIP BETWEEN DEEP LEARNING-ORIENTED TEACHING AND HOTS THROUGH LEARNING ENGAGEMENT IN ECONOMIC LEARNING Muchafida Varadina, Nourma Tri; Retno Mustika Dewi
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14661

Abstract

The purpose of this study is to examine the relationship between students' HOTS and Deep Learning-Oriented Teaching, both directly and through the mediating function of learning engagement at the senior high school level. A sample of 163 students was chosen via proportional stratified random sampling for this exploratory quantitative investigation. An online survey was used to collect the data, which were then subjected to PLS-SEM analysis using Warp-PLS 8.0 software. The findings show that Deep Learning-Oriented Teaching has a positive and significant relationship with Learning Engagement, while its direct effect on HOTS is not significant. Learning Engagement is proven to have a positive and significant relationship with HOTS and fully mediates the relationship between DLOT and HOTS. It emphasizes how crucial learning engagement is as a psychopedagogical strategy that helps students internalize economic learning objectives. In order to make deep learning effective, schools and economics teachers are crucial in assessing and conducting economics lessons with activities rich in epistemic inquiry and evidence-based decision-making. The degree of learning engagement must also be taken into account when assessing the effectiveness of deep learning in the curriculum.
A SYSTEMATIC LITERATURE REVIEW OF THE USE OF PADLET IN EFL SPEAKING CLASSES Ari Wiryadi Joni, Dewa Ayu; Dharmayanti, Putu Ayu Paramita
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 2 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i2.14666

Abstract

Padlet is an emerging digital wall in classroom contexts to enhance language skills. However, studies specifically synthesize the use of it in EFL speaking classes are limited. This systematic literature review aimed at presenting a critical overview related to the use of Padlet in EFL speaking classes. To achieve this aim, there were 9 out of 1137 empirical studies used which were retrieved from database such as Google Scholar, Scopus, Crossref, Semantic Scholar from 2018 to 2024. This study used the Preferred Reporting Items for Systematic Review Meta-analysis (PRISMA) guidelines, Publish or Perish software, and Mendeley Reference Cite software. The studies conducted in English speaking countries and non-empirical studies were excluded. The findings showed that the classroom action research and quasi-experimental designs were the most common methods used. Padlet was used as a pedagogical tool in different contexts and in integration with other digital tools. The impacts of Padlet were not only on EFL speaking skills, but also on students’ internal factors including students’ learning motivation, perception, attitude, willingness to communicate, and international posture. This study provided synthesis of the use of Padlet as a pedagogical tool in EFL speaking classes.

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