Penelitian ini bertujuan untuk mendeskripsikan implementasi model Problem Based Learning (PBL) pada pembelajaran Pendidikan Pancasila materi hak dan kewajiban di rumah dan sekolah pada peserta didik kelas IV Sekolah Dasar Negeri Mranggen 02 Kecamatan Polokarto. Penelitian ini ditinjau dari aspek perencanaan, pelaksanaan, dan evaluasi pembelajaran dengan menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah peserta didik kelas IV, dengan informan penelitian yaitu Kepala Sekolah dan wali kelas IV. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pada tahap perencanaan, guru menyusun modul ajar dengan tujuan pembelajaran berjenjang taksonomi kognitif C4 sampai C6 serta memanfaatkan media video pembelajaran dan papan spin. Pada tahap pelaksanaan, pembelajaran berjalan sesuai lima sintaks PBL, yaitu orientasi peserta didik pada masalah, mengorganisasikan peserta didik untuk belajar, membimbing penyelidikan individu maupun kelompok, mengembangkan dan menyajikan hasil karya, serta menganalisis dan mengevaluasi proses pemecahan masalah. Pada tahap evaluasi, dilakukan dengan apresiasi dan refleksi peserta didik. Beberapa kendala ditemukan dalam pembelajaran ini, diantaranya adalah kesulitan untuk menghubungkan materi dengan kehidupan sehari-hari, beberapa peserta didik dalam kelompok masih pasif, dan rasa kurang percaya diri saat presentasi hasil diskusi. Untuk mengatasinya, guru dapat menghubungkan materi dengan kehidupan sehari-hari, membagi kelompok secara merata, memberikan pertanyaan pemandu, dan menerapkan presentasi berpasangan. Secara keseluruhan penerapan model PBL berjalan baik dan mendapat respon positif dari peserta didik.
This study aims to (1) describe the listening skills of news texts before using video media in Class VIII students of SMP Negeri 4 Kahu; (2) Describe the listening skills of news texts after using video media in Class VIII students of SMP Negeri 4 Kahu; (3) prove the significant influence of the use of video media on the listening skills of Class VIII students of SMP Negeri 4 Kahu. The type of research used is quantitative research using a Pre-Experimental model. The design in this study uses one group pretest-posttest. The population in this study were all 70 Class VIII students of SMP Negeri 4 Kahu. The sampling technique was simple random sampling using 23 students from each Class VIII.The results of this study indicate that: 1) The listening skills of Class VIII students of SMP Negeri 4 Kahu before using video media were in the less skilled category with an average score of Class VIII A (65), Class VIII B (69), and Class VIII C (65); 2) The listening skills of Class VIII students in news texts after using video media are in the skilled category with an average score in Class VIII A of (86), Class VIII B of (81), and Class VIII C (81); 3) There is an effect of the use of video media on the listening skills of news texts in Class VIII students of SMP Negeri 4 Kahu, which shows that HO is rejected and H1 is accepted.
This research is motivated by the importance of improving the quality of the workforce in facing competition in the world of work by providing training that will improve people's abilities carried out by job training centers. The aim of this research is to find out the role of job training centers in improving the quality of the workforce before entering the world. works at UPTD BLK Padang Pariaman. The research method used is qualitative research with a descriptive approach. Data collection techniques were carried out through observation, in-depth interviews with analysis techniques in the form of data reduction, data display and conclusions. The results of this research indicate that the role of UPTD BLK Padang Pariaman has been running well, but has not been optimal in improving the quality of the workforce, due to heterogeneous participants, inadequate training equipment, limited number of instructors and budget received and the absence of placement or distribution of work.
The education sector was among the sectors most affected by the non-natural disaster of the COVID-19 pandemic. During this period, educational policies underwent a major transformation, shifting from conventional face-to-face instruction to fully online distance learning. Policymakers and education stakeholders experienced multiple stages of policy implementation, often accompanied by policy adjustments and revisions. Interactions among stakeholders, which had previously involved primarily the Education Office and schools, expanded to include parents as active participants in supporting learning at home. Consequently, the policy network became broader than that typically observed in public policy implementation. This study aims to explain the factors contributing to the successful implementation of education policy during the COVID-19 pandemic in Agam Regency. A qualitative approach was employed using data collected through interviews and document analysis, including the COVID-19 daily records published on the Agam Media Center website. The findings reveal that the successful implementation of education policy during the COVID-19 pandemic was influenced by four factors proposed by George Edward III: (1) effective policy communication, characterized by the rapid and accurate transmission of policy information among implementers through online communication platforms and limited face-to-face meetings; (2) adequate policy resources, including regional government budget allocations (APBD), facilities, and infrastructure adapted to health protocols, as well as coordinated human resources through the Agam Regency COVID-19 Task Force; (3) democratic attitudes, openness, and cooperative behavior among implementing actors; and (4) a well-defined bureaucratic structure and strong interagency coordination supported by clear Standard Operating Procedures (SOPs). The success of policy implementation was further strengthened by intensive coordination and interaction among government agencies, schools, community groups, and parents in supporting students' learning at home.
In a modern government administration system, bureaucracy is crucial for running the government and serving the public. However, internal problems often lead to poor performance and undermine public trust. The reality experienced within government bureaucracies, such as convoluted work procedures, uneven workloads, slowness, inefficiency, rigidity, a lack of transparency, and corrupt behavior, is described as a sick bureaucracy or bureaucratic pathology. This study aims to determine the conditions and various practices of bureaucratic pathology in Indonesia and their prevention in order to create an efficient bureaucracy. The method used in this study is a qualitative approach with literature review techniques. The results show that the history of bureaucracy in Indonesia is closely related to national culture and is influenced by existing cultural issues. Culture and habits are difficult to change because they are closely related to morality, which is the initial symptom of bureaucratic pathology.
This article is a comprehensive synthesis study that integrates findings from ten scientific articles on bureaucratic pathology and governance reform in Indonesia. Bureaucratic pathology is defined as deviation or dysfunction within the bureaucratic system that results in a decline in public service quality. This study identifies various forms of bureaucratic pathology including corruption, collusion and nepotism, maladministration, complex procedures, low transparency and accountability, and weak apparatus integrity. The causes of pathology are multidimensional, encompassing structural, cultural, individual, and political-legal dimensions. The impacts are broad: declining public trust, hindered economic development, weakened government legitimacy, and increasing social inequality. In response, this study formulates a layered preventive approach including: (1) structural and procedural reform through digitalization and bureaucratic simplification; (2) strengthening human resource capacity based on the merit system and talent management; (3) organizational culture transformation through the internalization of public administration ethics; (4) consistent application of good governance principles; and (5) strengthening the legal system and public participation. It is concluded that the greatest challenge lies not merely in structural change, but in transforming the deeply rooted mindset and work culture of the apparatus.
Creative thinking skills were one of the essential 21st-century 4C competencies that needed to be developed. However, the results of the Programme for International Student Assessment (PISA) 2022 indicated that these skills remained a challenge in education, highlighting the need for instructional materials that could support their development. This study aimed to develop a valid and practical STEM-based e-module integrated with the Learning Cycle 5E instructional model on the water pollution subtopic to train students' creative thinking skills. This study employed a Research and Development (R&D) approach using the 4D model, which consisted of the define, design, develop, and disseminate stages. A limited trial was conducted on 24 students of class X at Wachid Hasyim 5 Senior High School Surabaya. The validity of the e-module was determined through expert validation, while its practicality was evaluated based on the implementation of learning activities and students' responses. Data collection techniques were carried out using validation methods, implementation observation, questionnaires and were analyzed descriptively using quantitative methods. The results showed that the e-module achieved a validity score of 96,16%, which was categorized as very valid. The practicality of the e-module was shown by the percentage of learning implementation of 94,12% and student responses of 98,33%, both of which were categorized as very practical. Based on these results, the STEM-based e-module integrated with the Learning Cycle 5E instructional model on the water pollution subtopic was considered valid and practical for training students' creative thinking skills.
Islamic Religious Education learning media for deaf students in special schools is still dominated by the use of static images, making it less effective in helping students understand learning materials optimally. This condition causes the learning process to become less engaging and difficult for deaf students who rely more on visual communication to receive information. This study aims to design and develop an interactive animation about the story of Prophet Idris A.S. for deaf students at SLB Bukesra Aceh using the Human-Centered Design (HCD) approach. The research method applied consists of three stages: inspiration, ideation, and implementation. Data collection techniques were carried out through observation and questionnaires using a Likert scale to measure the effectiveness of the developed media. The media development process utilized Adobe Animate, Adobe Photoshop, and CapCut, which were equipped with sign language narration, subtitles, and interactive navigation. The results showed that the developed interactive animation was able to help deaf students understand the story of Prophet Idris A.S. more effectively through a visual and communicative approach. In addition, the testing results indicated positive responses from accompanying teachers regarding material suitability, visual appearance, accessibility, ease of use, and overall satisfaction with the media. Therefore, the developed media is considered effective as an innovative and inclusive Islamic Religious Education learning medium for deaf students.
This study is motivated by the fact that geography instruction still relies on conventional media (such as printed textbooks or student worksheets), lacks visual aids, fails to link course material to the local context, and suffers from low student interest in the subject. These issues are reflected in suboptimal student learning outcomes; end-of-semester exam results show that some students still score below the Minimum Mastery Criteria (KKM) established by the school.This study aims to determine the effect of digital flipbook media based on a local curriculum on students' motivation and learning outcomes in geography. The study employs a quantitative approach using a quasi-experimental method. The population consists of all Grade X students, with the sample also drawn from Grade X students at SMA Negeri 1 Tebing Tinggi Timur for the 2025/2026 academic year. Research instruments include a learning process observation sheet, a learning motivation questionnaire, and a learning achievement test. Data analysis involves descriptive statistics, normality and homogeneity tests, the N-Gain test, and hypothesis testing using the Independent Sample t-Test. The results show that the average learning motivation score for the experimental class was 84.75, while the control class scored 81.46. Hypothesis testing for learning motivation yielded a t-value of -2.062 with a sig. (2-tailed) value of 0.044; the significance value was less than 0.05 (0.044 < 0.05). The average N-Gain score for learning outcomes in the experimental class was 0.5378 (moderate category), while the control class scored 0.4152 (also in the moderate category). Hypothesis testing yielded a t-value of -2.160 with a sig. (2-tailed) value of 0.036; the significance value was less than 0.05 (0.036 < 0.05). These data indicate that the use of digital flipbook media based on a local curriculum has a significant effect on the geography learning motivation and outcomes of students at SMA N 1 Tebing Tinggi Timur.
Reading comprehension is a fundamental skill that determines students' success in almost every subject, yet many fourth-grade students still struggle to understand the content of the texts they read. This classroom action research aimed to improve the reading comprehension skills and learning outcomes of 22 fourth-grade students at SD Muhammadiyah 1 Ketelan Surakarta through the application of sequential picture media (media gambar berseri). The study followed the Kemmis and McTaggart model, implemented in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through reading comprehension tests administered before the intervention (pretest) and at the end of each cycle, supported by classroom observation. The results showed a steady improvement in the average score, from 57.95 in the pretest to 69.32 in Cycle I and 81.59 in Cycle II, with the percentage of students meeting the minimum mastery criterion (KKM) rising from 31.8% to 95.5%. The average normalized gain (N-Gain) reached 0.57, categorized as moderate. These findings indicate that sequential picture media effectively supports students in sequencing, predicting, and summarizing narrative content, thereby strengthening both reading comprehension and overall learning outcomes.
This study aims to describe teachers perceptions regarding the implementation of the principal's classroom visit technique for supervision purposes in public vocational high schools in Padang Timur District. The study employed a descriptive quantitative approach with 119 teacher respondents. Data were collected using a Likert-scale questionnaire and analyzed by calculating mean scores. The results indicate that the teachers overall perception of the implementation of the classroom visit technique falls into the good category, with a mean score of 4.55. The mean scores for the specific stages were 4.57 for preparation, 4.52 for observation, 4.55 for the concluding stage, and 4.55 for follow-up; all stages fell within the good category. These findings suggest that, from the teachers' perspective, the principal's classroom visit technique has been effectively implemented across all stages. Nevertheless, certain aspects require further strengthening, particularly the clarity of supervision objectives, the depth of observation regarding instructional management, the use of observation data as a basis for feedback, and the continuity of teacher mentoring.
This study aims to describe the implementation of the deep learning approach in developing critical thinking skills of fifth-grade stud1ents at Mertan 03 Elementary School and identify obstacles faced in science learning. This study uses a qualitative descriptive method with observation, interview, and documentation techniques. The results show that the application of deep learning through the Problem Based Learning and Project Based Learning models can encourage students to actively analyze, discuss, and relate concepts to everyday life. However, there are obstacles in the form of differences in learning readiness, low student self-confidence, and limited learning time. Overall, this approach is effective in improving students' critical thinking skills.
This study aims to analyze the implementation of Board Card Game media in Indonesian language learning for fifth-grade students at SD Negeri 5 Sidoharjo, Wonogiri Regency. The research was motivated by the low level of student engagement and participation during Indonesian language learning, which was still dominated by conventional teaching methods. This study employed a qualitative descriptive approach involving one classroom teacher and 13 fifth-grade students as research subjects. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive analysis model consisting of data reduction, data presentation, and conclusion drawing. Data validity was tested through source triangulation and technique triangulation. The results showed that the implementation of Board Card Game media was able to create a more active, interactive, and enjoyable learning atmosphere. Students demonstrated increased enthusiasm, participation, cooperation, and confidence in expressing opinions during the learning process. In addition, the use of game-based learning media helped students understand Indonesian language materials more easily through collaborative and student-centered activities. Although several obstacles were found, such as classroom conditions becoming noisier and limited learning time, these challenges could be addressed through effective classroom management by the teacher. Therefore, Board Card Game media can serve as an innovative and effective learning alternative to improve student engagement and learning experiences in Indonesian language learning at the elementary school level.Keywords: Board Card Game, Indonesian language learning, elementary school, learning media, student engagement.
This study aims to describe the implementation and Joyful Learning approach in fostering collaboration among fourth-grade elementary school students. It employed a qualitative approach with a case study method conducted at SD Negeri Mertan 03 Sukoharjo. Data were collected through observation, interviews, and documentation, and validated using triangulation. Data analysis followed the Miles and Huberman model. The results show that Joyful Learning was implemented through systematic planning, implementation, and evaluation using engaging activities such as group discussions, educational games, and collaborative projects, which improved students’ participation, communication, teamwork, responsibility, and self-confidence. Thus, Joyful Learning is effective in enhancing students’ collaboration skills.
This study aims to describe the implementation of Active Deep Learner Experience (ADLX)-based learning with an integrated approach to fostering religious character at SDIT Mutiara Insan Sukoharjo. This study used a qualitative descriptive method. The research subjects included first-grade teachers, first-grade students, and other supporting data sources. Data collection techniques included observation, interviews, and documentation. Data validity was tested through triangulation of sources, techniques, and theories. Data analysis employed an interactive model encompassing data reduction, data presentation, and conclusion drawing. The results indicate that ADLX-based learning with an integrated approach is implemented through three stages: planning, implementation, and evaluation. In the planning stage, teachers develop learning tools by integrating religious values into the learning materials. In the implementation stage, learning activities consist of an introduction, core, and conclusion that link the material to verses from the Quran and Hadith, as well as connecting it to daily life and an orientation toward the afterlife. In the evaluation stage, teachers conduct a comprehensive assessment of cognitive, affective, and psychomotor aspects, with an emphasis on the development of religious character. The implementation of this learning demonstrates the development of religious character, such as prayer habits, discipline in worship, and behavior that reflects Islamic values in daily life. Keywords: Active Deep Learner Experience (ADLX), Integrated Approach, Religious Character
This study aims to determine the effect of the Think Pair Share (TPS) learning model assisted by Quizalize interactive media on the learning interest and learning outcomes of geography of class XI students of SMA Negeri 1 Batipuh. This study uses a quantitative approach with a quasi-experimental design in the form of a nonequivalent control group design. This type of research is experimental research using a purposive sampling technique. The research sample consisted of two classes, namely the experimental class XI Geografi 4 which was given treatment using the TPS model assisted by Quizalize interactive media, and the control class XI Geografi 1 which used the conventional method. Data collection used a learning interest questionnaire and a multiple-choice pretest-posttest instrument. The results showed that the TPS model assisted by Quizalize interactive media had a significant effect on students' learning interest, with the average final questionnaire score of the experimental class of 84.74 being higher than the control class of 65.32, and a significance value of 0.000 < 0.05. In addition, learning outcomes also experienced a significant increase, indicated by the average posttest score of the experimental class of 81.32 being higher than the control class of 65.59, with a significance value of 0.000 < 0.05 and an N-Gain value of 68.87% which is categorized as quite effective, higher than the control class of 46.72% which is categorized as less effective. A multivariate analysis (MANOVA) further confirmed that the TPS model assisted by Quizalize had a simultaneous significant effect on both learning interest and learning outcomes together (Wilks' Lambda = 0.067; F = 453.095; Sig. = 0.000). Thus, the TPS model assisted by Quizalize has been proven to be able to significantly increase learning interest and learning outcomes in geography, both separately and simultaneously.
This study aims to describe the role of co-curricular activities in supporting the optimization of deep learning at SD N Sidorejo 03, Bendoasi, Sukoharjo, and identify challenges and solutions in its cultivation. Data were collected through observation, interviews, and documentation, with data validation using source and method triangulation. Data analysis was carried out using the Miles and Huberman interactive analysis model which includes three main stages, namely data reduction, data presentation, and drawing conclusions or verification. The results of the study indicate that co-curricular activities such as healthy and clean living, respecting differences, and living frugally and simply play a role in developing students' critical, creative, and collaborative thinking skills. Challenges faced include limited implementation time, lack of student focus, and resistance to changes in methods. Proposed solutions include more structured management of co-curricular activities, and increasing awareness of the importance of deep learning. This study provides insights for the development of a more effective curriculum in elementary education.
This study aimed to determine the effect of the Problem-Based Learning (PBL) model based on Technological Pedagogical and Content Knowledge (TPACK) on the critical thinking skills of fifth-grade students in IPAS learning. The study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The subjects were 36 students from SD Negeri Pranan 01 and SD Negeri Pranan 02, Polokarto District. The experimental class consisted of 15 students who learned through PBL based on TPACK, while the control class consisted of 21 students who learned through conventional instruction. Data were collected using a 14-item multiple-choice test and analyzed through the Shapiro-Wilk test, Levene test, and independent samples t-test. The results showed that the experimental class obtained a post-test mean score of 83.40, while the control class obtained 54.08. The t-test significance value was 0.000 < 0.05. Therefore, PBL based on TPACK had a significant effect on students critical thinking skills.
Balee Pendidikan Al-Qur'an Ar-Raihan still manages its administration conventionally through control cards carried by the students, so that attendance records, recitation progress, and tuition information are difficult for parents to monitor and prone to physical loss. This study aims to design and build the E-Raihan mobile application based on the Flutter framework to support digital administrative management, covering digital attendance, automatic attendance recapitulation, recording of recitation and memorisation progress, and automatic tuition notification to guardians. The research uses Research and Development with a descriptive quantitative approach and the Waterfall development model. Requirement data were collected through a Likert scale questionnaire distributed to 82 respondents, namely 42 teachers and 40 guardians, and produced a grand mean of 3.94 in the high category, so that the digitalisation of the administrative system was proven to be genuinely needed. The application was built with Flutter and Dart, integrated with Supabase as the backend covering authentication, a relational PostgreSQL database of seventeen tables protected by Row Level Security, realtime synchronisation, file storage, and edge functions. The finished product consists of thirty-nine interface screens for three user roles. Black box testing of 30 test cases produced a functional success rate of 93.33 percent, while User Acceptance Testing involving 15 respondents produced a grand mean of 4.77 with a feasibility percentage of 95.47 percent, which belongs to the very feasible category. These results show that E-Raihan is accepted by its users and feasible as a digital administrative solution at Balee Pendidikan Al-Qur'an Ar-Raihan.
Educational management in primary schools increasingly requires principals to integrate instructional leadership, organizational management, teacher collaboration, evidence-informed decision making, equity, and staff well-being. This systematic literature review synthesizes recent international evidence on management practices that contribute to school quality at the primary education level. The review followed PRISMA 2020 reporting principles and focused on peer-reviewed reviews, meta-analyses, major research syntheses, and empirical studies published mainly between 2021 and 2026. Sources were identified through scholarly databases and publisher platforms using combinations of school leadership, educational management, primary school, instructional leadership, distributed leadership, school improvement, teacher collaboration, and well-being. The synthesis shows five interdependent domains of effective management: instructional leadership centered on teaching and learning; productive school climate and professional collaboration; distributed leadership and teacher agency; strategic management of people, time, data, and resources; and organizational conditions that protect teacher and leader well-being. Leadership effects on student outcomes are predominantly indirect, operating through teacher quality, collective efficacy, school climate, attendance, professional learning, and coherent use of resources. The review also indicates that management reforms are more effective when leadership development is sustained, context-sensitive, and connected to actual school improvement routines rather than isolated administrative training. For primary schools, an integrated management model is proposed in which principals align instructional priorities, collaborative structures, evidence use, resource allocation, and equity-oriented improvement. The findings provide a research-based framework for strengthening school management and for designing principal development, supervision, and school improvement policies.
