Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
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Penggunaan Metode Problem Based Learning untuk Meningkatkan Kemampuan Analisis Masalah Nasionalisme
Full text linkLatar belakang dilakukannya penelitian ini karena rendahnya kemampuan analisis siswa kelas XI IPS 2 SMA Muhammadiyah 1 Yogyakarta. dalam mengerjakan soal-soal Sejarah Indonesia. Hal tersebut dibuktikan dengan melihat nilai siswa untuk pertanyaan berjenis analisis. Berdasarkan permasalahan di atas peneliti menerapkan metode Problem Based Learning (PBL) dengan tujuan untuk meningkatkan kemampuan analsis masalah nasionalisme pada mata pelajaran Sejarah Indonesia siwa kelas XI IPS 2 SMA Muhammadiyah 1 Yogyakarta tahun pelajaran 2021/2022. Jenis penelitian yang digunakan dalam peneltian ini adalah penelitian tindakan kelas dengan metode Problem Based Learning (PBL), yang terdiri dari dua siklus. Masing-masing siklus terdiri atas tahapan: perencanaan, tindakan, obeservasi dan refleksi. Instrumen pengumpulan data menggunakan fild note wawancara dan obeservasi tak terstruktur. Hasil penelitian menunjukkan bahwa metode PBL dapat: a) meningkatkan kemampuan analisis siswa kelas XI IPS 2 SMA Muhammadiyah 1 Yogyakarta. Hal ini bisa dilihat dari hasil belajar kelompok pada siklus 1 dengan rertata hanya 2,57 (predikat sedang) kemudian menjadi 4,00 (predikat baik) di siklus yang ke 2. b) kemampuan bekerja sama dalam sebuah kelompok ikut memberikan dampak perubahan terhadap pola belajar siswa
Enhancing Physics Understanding through Project-Based Learning and Discovery Learning: A Classroom Implementation Study in a Resource-Limited Indonesian High School
Full text linkThis study examines the implementation of Project-Based Learning (PjBL) and Discovery Learning models to enhance students’ understanding of physics concepts at SMAN 1 Rangsang Barat, located in Kepulauan Meranti Regency, Riau Province, Indonesia. Operating under the Merdeka Curriculum, which emphasizes student-centered learning, competency development, and character formation, the school faces a significant challenge: the absence of a physics laboratory and limited access to experiment kits. To overcome these constraints, the teacher designed low-cost, student-built experimental tools, including marble roller coaster models for kinetic and potential energy, renewable and non-renewable energy process mock-ups, measurement activities, and simple paper-circuit traffic lights for dynamic electricity lessons. A qualitative classroom action research design was used, involving observation, documentation, and assessment of learning outcomes. Results show improved student motivation, enhanced science process skills, and significant increases in physics learning outcomes, with most students achieving scores above the minimum competency criteria. The study concludes that PjBL and Discovery Learning are effective and adaptable even in low-resource environments. Recommendations for broader implementation and sustainable innovation are provided
Cultivating Qur’anic Character Through Gratitude-Based Learning: A Qualitative Action Research at TPA Muhajirin, Alafan, Simeulue
Full text linkThis study explores a gratitude-centered Islamic learning model implemented in TPA Muhajirin, Alafan, Simeulue, through a qualitative action research design. The program, held every Monday, Wednesday, and Friday afternoon, focuses on muraja’ah, makhārijul huruf practice, and basic Islamic values. Despite limited facilities, learning is consistently filled with joy, enthusiasm, and deep spiritual meaning. The research draws upon reflective cycles of planning, acting, observing, and reflecting, supported by relevant literature on Islamic pedagogy, affective learning, and community-based education. Data were collected through observation, reflective journals, informal interviews, and documentation. Results show that gratitude-based learning strengthens students’ Qur’anic literacy, fosters moral awareness, and enhances classroom engagement. Three thematic findings are presented: emotional and spiritual engagement, improvement in Qur’anic reading fluency, and growth in Islamic character and social cooperation. The study offers practical insights for educators working in resource-limited settings, highlighting that sincere intention, consistency, and gratitude can sustain impactful religious education. Recommendations emphasize supporting community-based Islamic learning institutions and integrating affective components into Qur’anic pedagogy
Eksperimen Online dengan Simulasi PhET Berbasis Problem Based Instruction pada Materi Gelombang
Full text linkPenelitian ini adalah penelitian pengembangan yang akan menghasilkan sebuah strategi pembelajaran dengan eksperimen online menggunakan simulasi PhET. Tujuan penelitian ini untuk mengmbangkan perangkat pembelajaran serta validasi perangkat pembelajaran. Selain itu untuk melihat kualitas strategi ini maka dilakukanlah uji terbatas pada siswa sebanyak satu kelas. Penelitian ini metode pengembangan Borg dan Gall yang sudah disederhanakan oleh tim Puslitjaknov serta dibatasi pada uji coba terbatas. Pengambilan data menggunakan lembar angket berdasarkan skala Likert dengan 4 pilihan. Hasil penelitian ini memberikan data penilaian rencana pelaksanaan pembelajaran (RPP) sebesar 3,78 (Sangat Baik). Selain itu data lain berupa respon dari siswa yang mengikuti pelajaran yang diterapkan strategi tersebut memberikan nilai 3,40 (Sangat Baik)
The Application of the Experimental Method on Science Learning Outcomes of Grade 4 Students at SDN Inpres Nebura, Sikka
Full text linkThis study investigates the effectiveness of the experimental method in enhancing science learning outcomes among grade 4 students at SDN Inpres Nebura, focusing on the topic of photosynthesis. Employing a descriptive quantitative design, the study involved all students at SDN Inpres Nebura, with a purposive sample of 14 grade 4 students. Data were gathered through questionnaires and documentation sheets. The findings reveal a notable improvement in learning achievement, as the mean score increased from 69.29 on the pre-test to 79.29 on the post-test. Additionally, the questionnaire results demonstrate that the majority of students expressed highly positive perceptions of the experimental method, with an average positive response rate of 99%. These results suggest that the experimental method is an effective pedagogical approach for improving student learning outcomes in elementary science education
Implementing Character Education for Students with Behavioral Challenges: A Case Study at Yappen Rays Maritime Vocational School, Maumere
Full text linkThis study investigates the implementation of character education for students with behavioral challenges at Yappen Rays Maritime Vocational School, Maumere. The primary objectives are to examine how educators apply character education to address disciplinary issues and to identify the inhibiting factors in its implementation. Employing a descriptive qualitative approach, the study involved the school principal, duty teachers, the vice principal for student affairs, guidance and counseling teachers, security officers, civic education teachers, and students as research subjects. Data were collected through observation, interviews, and documentation, and analyzed through data presentation and conclusion drawing. The findings indicate that the school’s efforts through religious education, habituation practices, written warnings, and sanctions for latecomers have been relatively effective in reducing disciplinary violations, particularly tardiness. However, challenges remain due to external factors, including family background, residential environment, and internal factors, such as students’ personal attitudes and family income
Joyful Learning for Enhancing Pedagogical Competence of Islamic Education Teachers in Building Meaningful and Character-Based Learning
Full text linkThis literature review explores the role of joyful learning in enhancing the pedagogical competence of Islamic education teachers to promote meaningful and character-based learning. Drawing on various scholarly sources, the study identifies joyful learning strategies such as interactive discussions, educational games, storytelling, and multimedia as practical tools for improving instructional planning, classroom management, and student assessment. The review also emphasizes the relevance of Vygotsky’s social constructivist theory, especially scaffolding and social interaction, in supporting joyful and engaging learning experiences. Furthermore, it highlights challenges such as limited professional development and low digital literacy among teachers that may hinder the practical application of joyful learning. The study concludes that joyful learning contributes to pedagogical improvement and the formation of students' moral and spiritual character. Recommendations include the need for systematic training and institutional support to help Islamic education teachers implement joyful learning strategies more effectively in their classrooms
Learning Obstacles of Bachelor of Science in Office Administration Students in Shorthand
Full text linkThis study explores the learning challenges faced by Bachelor of Science in Office Administration (BSOA) students at Camarines Sur Polytechnic Colleges in mastering shorthand—a vital skill for efficient transcription in professional settings. Guided by the Skill Acquisition Theory of Fitts and Posner (1967), the research focuses on identifying difficulties in dictation and transcription and suggests ways to improve student proficiency. Despite technological advancements, shorthand remains relevant, though students often struggle due to limited practice and inadequate instructional support. Using a descriptive approach, the researchers surveyed 187 second-year BSOA students through questionnaires, with data analyzed using weighted mean and percentage techniques. Results show that while students demonstrate strong skills in dictation and transcription, they still encounter key challenges. These include difficulty with unfamiliar words, lack of focus during dictation, and poor penmanship leading to inaccurate strokes. These obstacles hinder mastery of shorthand. The study concludes that these issues are primarily due to insufficient exposure and practice. To address this, the researchers recommend implementing specialized training programs, incorporating real-life scenarios in instruction, organizing student focus groups, and conducting frequent assessments to monitor progress
The Impact of Problem-Posing Strategies on Differentiated Natural Science Instruction for Slow Learners
Full text linkThis study aims to explore the implementation of differentiated natural science instruction for slow learner students at Giwangan Elementary School (a public school in Yogyakarta) as part of an effort to promote an inclusive and adaptive educational environment. A qualitative research approach was employed, involving classroom observations, semi-structured interviews with teachers and support staff, and document analysis to gather comprehensive data on instructional practices. The results indicate that teachers conducted diagnostic assessments to determine individual learning needs, which guided the development of tailored teaching modules utilizing visual media such as images, educational videos, and flashcards. Instruction was delivered through personalized and interactive strategies, supported by classroom and shadow teachers. Evaluations were adapted accordingly, with standard written assessments for regular students and image-based tests for slow learner students. The findings suggest that the success of differentiated instruction is closely tied to teacher competency, the involvement of Special Assistant Teachers, and the principal’s inclusive policies. However, the study also identifies key challenges, including limited preparation time for lesson adaptation, a shortage of support personnel, and budgetary limitations that affect access to adequate learning resources. In conclusion, differentiated learning strategies can effectively support slow learner students when implemented collaboratively and systematically. The implication of this study is the need for increased institutional support, targeted teacher training, and policy reinforcement to sustain inclusive practices and ensure equitable learning outcomes for all students
Menumbuhkan Keyakinan Diri Berprestasi dalam Pembelajaran dengan Keterampilan dan Kreativitas Guru
Full text linkPendidikan diartikan sebagai usaha untuk mencapai penentuan diri dan tanggungjawab. Self-esteem didefinisikan sebagai seberapa suka seseorang terhadap dirinya sendiri. Konsep self-esteem menggambarkan bahwasanya apabila seseorang menyukai, menerima dan hormat terhadap dirinya sendiri sebagai seorang yang berharga dan bermakna, maka semakin tinggi self-esteem seseorang tersebut.Dalam pembelajaran, kita harus mempunyai keterampilan salah satu nya yaitu berpikir kritis. keterampilan berpikir kritis dapat dilatihkan dan dibiasakan dalam pembelajaran. Inovasi pembelajaran adalah sesuatu perubahan yang baru dan bersifat kualitatis, tentunya ada yang membedakan dari yang ada sebelumnya, dan dengan sengaja dibuat untuk meningkatkan dalam upaya pencapaian tujuan pembelajaran. Sedangkan yang dimaksud kata “baru” dalam hal tersebut adalah terkait apa saja yang belum dipahami atau dilaksanakan oleh penerima inovasi. Ilmu fisika merupakah salah satu ilmu yang sangat erat kaitannya dengan kehidupan manusia. Ilmu fisika akan berguna bagi manusia apabila sudah diwujudkan dalam bentuk hasil teknologi