Keberagaman aspek psikologis peserta didik merupakan realitas yang tak terhindarkan dalam konteks pendidikan modern. Setiap individu membawa latar belakang kognitif, emosional, motivasional, dan sosial yang unik, yang membentuk cara mereka merespons lingkungan pembelajaran. Artikel ini bertujuan untuk menganalisis secara komprehensif bagaimana keberagaman psikologis peserta didik meliputi perbedaan dalam kecerdasan, gaya belajar, motivasi, regulasi emosi, dan kepercayaan diri mempengaruhi efektivitas proses pembelajaran. Melalui tinjauan pustaka kritis terhadap literatur terkini, serta analisis konseptual dan empiris, artikel ini menunjukkan bahwa pendekatan pedagogis yang homogen justru dapat memperlebar kesenjangan hasil belajar. Sebaliknya, strategi pembelajaran yang responsif terhadap keberagaman psikologis seperti diferensiasi instruksional, pembelajaran berbasis kekuatan, dan pendekatan berbasis trauma terbukti meningkatkan keterlibatan, retensi, dan prestasi akademik. Peran guru sebagai fasilitator yang mampu mengenali, memahami, dan merespons keragaman psikologis peserta didik menjadi krusial. Artikel ini menyimpulkan bahwa efektivitas pembelajaran tidak hanya ditentukan oleh kurikulum atau metode, tetapi juga oleh sejauh mana sistem pendidikan mengakomodasi keragaman psikologis secara inklusif. Implikasi kebijakan dan praktik pedagogis dibahas secara mendalam, termasuk perlunya pelatihan guru berkelanjutan dan pengembangan lingkungan kelas yang psikologisnya aman.
This study was motivated by the low poetry writing skills of students in Indonesian language learning. The objective of the study is to determine the ef ect of contextual teaching model on the poetry writing skills of fourth-grade students at SDN 066652 Medan Helvetia. This research employs a quantitative method using a pre-experimental design with a one-group pretest-posttest approach. The population consisted of all 26 fourth-grade students at SDN 066652 Medan Helvetia, and the sample was selected using a total sampling technique. The instrument used was a poetry writing test based on specific assessment indicators. Data analysis results showed that the average pretest score was 46.31, while the average posttest score increased to 88.94. The t-test results revealed a significance value (2-tailed) of 0.000 < 0.05, with a t-value of 11.473 and a t-table value of 1.708 (t-value > t-table), indicating that the null hypothesis is rejected and the alternative hypothesis is accepted. Therefore, it can be concluded that the application of the contextual teaching model has a significant ef ect on the poetry writing skills of fourth-grade students at SDN 066652 Medan Helvetia.
The integration of digital technology and higher-order thinking skills (HOTS) has become increasingly important in English language education, particularly in developing university students’ communicative competence and 21st-century skills. This study examined the use of vlog-based learning integrated with HOTS-oriented activities in university English speaking instruction. The study employed a comparative pretest–posttest classroom design supported by descriptive qualitative data. The participants were students enrolled in the English Education Study Program at Universitas Muslim Nusantara Al Washliyah, Medan, Indonesia. Data were collected through speaking assessments, classroom observations, documentation, and student responses to the learning activities. The quantitative data were analyzed descriptively by comparing students’ learning gains between the vlog-and-HOTS group and the conventional-learning group. The reported statistical analysis indicated a higher mean gain score for the vlog-and-HOTS group (M = 0.5713) than for the conventional group (M = 0.4380). The statistical output reported in the research documentation also indicated a significant difference between the groups (F = 35.349, p < .001). Qualitative findings suggested that vlog-based activities provided students with opportunities to research topics, discuss ideas, prepare scripts, practice speaking, produce digital content, collaborate with peers, and reflect on their performance. Overall, the findings suggest that integrating vlogging with HOTS-oriented learning activities can provide a meaningful learning environment for developing university students’ English speaking performance and supporting 21st-century competencies. Since the original SPSS dataset was unavailable for reanalysis, the statistical findings are reported based on the aggregated results available in the research documentation.
This study aims to determine students' difficulties in learning mathematics and the factors that contribute to their difficulties. This study used a qualitative approach with a descriptive qualitative research method intended to describe students' difficulties in learning mathematics. The subjects were ten students in grade V EBC 3.theciclo Hera. The results of this study indicate that the tendency of difficulties experienced by students is conceptual difficulties, where students do not fully understand the concept of fractions, students have difficulty determining the numerator and denominator, reversed in writing fractional values, and difficulty distinguishing the symbols more than „>‟ and less than ‟<‟. The factors that make students have difficulty learning mathematics are low student attitudes and interests, where students do not like mathematics lessons which make students not pay attention to the teacher during mathematics lessons so that students feel unmotivated during mathematics lessons.
Kurikulum Berbasis Cinta (KBC) merupakan kebijakan pendidikan yang mulai disosialisasikan dan diimplementasikan pada satuan pendidikan Islam, termasuk Raudhatul Athfal (RA). Keberhasilan implementasi kurikulum tersebut sangat dipengaruhi oleh persepsi guru sebagai pelaksana utama proses pembelajaran. Oleh karena itu, diperlukan instrumen yang valid dan reliabel untuk mengukur persepsi guru terhadap Kurikulum Berbasis Cinta. Penelitian ini bertujuan untuk menguji validitas dan reliabilitas instrumen persepsi guru Raudhatul Athfal terhadap Kurikulum Berbasis Cinta. Penelitian menggunakan pendekatan kuantitatif dengan metode survei. Uji coba instrumen dilakukan terhadap 31 responden yang terdiri atas guru dan kepala RA di Kabupaten Tasikmalaya menggunakan teknik convenience sampling. Instrumen yang diuji terdiri atas 41 butir pernyataan yang dikembangkan berdasarkan teori persepsi. Analisis validitas dilakukan menggunakan Corrected Item-Total Correlation, sedangkan reliabilitas dianalisis menggunakan koefisien Alpha Cronbach dengan bantuan IBM SPSS Statistics 26. Hasil penelitian menunjukkan bahwa sebanyak 38 dari 41 butir pernyataan dinyatakan valid dengan persentase validitas sebesar 92,68%, sedangkan 3 butir dinyatakan tidak valid. Hasil uji reliabilitas menunjukkan nilai Alpha Cronbach sebesar 0,966 yang termasuk kategori sangat tinggi. Temuan tersebut menunjukkan bahwa instrumen persepsi guru Raudhatul Athfal terhadap Kurikulum Berbasis Cinta memiliki tingkat validitas dan reliabilitas yang sangat baik sehingga layak digunakan sebagai alat pengumpulan data dalam penelitian utama.
