INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan)

PENGGUNAAN METODE EKSPLORASI PADA MATA PELAJARAN SENI BUDAYA KELAS 1 SEKOLAH DASAR

2026-04-13T07:40:20+07:00

Penelitian ini bertujuan untuk mengkaji secara mendalam efektivitas penerapan metode eksplorasi dalam proses pembelajaran. Seni Budaya pada siswa kelas 1 sekolah dasar. Metode eksplorasi dipilih karena mampu meningkatkan keterlibatan siswa secara aktif dalam proses pembelajaran., meningkatkan kreativitas mereka serta mewujudkan potensi siswa sendiri melalui kegiatan belajar yang menarik, interaktif dan pembelajaran yang dirancang secara menarik dan menyenangkan ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa wawancara dan studi pustaka. Hasil penelitian menunjukkan bahwa penerapan metode eksplorasi memberikan pengaruh positif terhadap peningkatan minat belajar peserta didik serta pemahaman terhadap konsep seni budaya, serta keterampilan motorik halus dan ekspresi kreatif. Selain itu, penerapan metode ini turut berkontribusi dalam mendukung pengembangan karakter peserta didik, seperti keberanian, kerjasama, dan kepercayaan diri. Dengan demikian, dapat disimpulkan bahwa pendekatan eksploratif merupakan strategi pembelajaran yang efektif dan memiliki potensi untuk diimplementasikan secara luas dalam konteks pendidikan.seni budaya jenjang sekolah dasar

PENYEBAB RENDAHNYA MINAT BELAJAR IPAS SISWA KELAS V SD NEGERI 17 BAJOE KABUPATEN BONE

2026-10-02T19:04:55+07:00

Penelitian ini adalah penelitian kualitatif dengan jenis penelitian kualitatif deskriptif. Tujuan peenelitian ini adalah mengetahui gambaran minat belajar IPAS serta faktor penyebab rendahnya minat belajar IPAS siswa kelas V SD Negeri 17 Bajoe Kabupaten Bone. Subjek dalam penelitian ini adalah satu guru kelas V dan enam siswa kelas V. Prosedur pengumpulan data dilakukan dengan teknik wawancara, observasi dan angket. Teknik analisis data dilakukan dengan tiga tahap yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui triangulasi teknik (wawancara, observasi dan angket). Indikator rendahnya minat belajar IPAS ialah kurangnya perhatian siswa, rendahnya keaktifan siswa, kurangnya antusiasme siswa, mudah merasa bosan, dan rendahnya rasa ingin tahu. Hasil penelitian menunjukkan bahwa minat belajar IPAS siswa dipengaruhi oleh faktor internal berupa motivasi intrinsik, kesiapan belajar, dan minat pribadi. Sedangkan faktor eksternal meliputi lingkungan belajar, pengaruh guru, dan dukungan sosial. Penelitian ini menyimpulkan bahwa minat belajar IPAS siswa masih tergolong rendah yang dipengaruhi oleh faktor internal dan faktor eksternal.

MENGAPLIKASIKAN GAMIFIKASI DALAM PEMBELAJARAN KOSAKATA: DAMPAK EDUCANDY TERHADAP PENGUASAAN KOSAKATA DI KALANGAN SISWA SEKOLAH MENENGAH ATAS

2026-10-02T19:12:14+07:00

Penelitian ini mengkaji pengaruh Educandy, sebuah platform pembelajaran berbasis permainan, terhadap penguasaan kosakata siswa kelas X di SMAN 4 Kediri. Dengan menggunakan desain pre-eksperimental kuantitatif yang melibatkan satu kelompok serta tes awal dan tes akhir, para peneliti mengukur kemahiran kosakata siswa sebelum dan sesudah penerapan Educandy. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam penguasaan kosakata siswa, terutama dalam hal pengucapan, penggunaan kata, dan kelas kata. Analisis statistik menegaskan bahwa Educandy cocok digunakan dalam pengajaran penguasaan kosakata. Oleh karena itu, Educandy dianggap sebagai media yang efektif dan tepat untuk pengajaran kosakata serta direkomendasikan untuk diintegrasikan ke dalam proses pembelajaran di kelas. Disarankan pula untuk mempertimbangkan perangkat yang digunakan untuk mengakses Educandy, seperti laptop, tablet, atau layar LCD, karena ukuran font mungkin terlalu kecil jika menggunakan ponsel pintar. Penelitian selanjutnya disarankan untuk melibatkan ukuran sampel yang lebih besar dan desain penelitian yang lebih kuat, serta melakukan studi yang berfokus pada aspek-aspek kosakata yang menunjukkan peningkatan terbatas dengan menyesuaikan bahan pembelajaran agar secara khusus menargetkan aspek-aspek tersebut guna lebih memvalidasi temuan-temuan ini.

PERAN KEPALA SEKOLAH SEBAGAI LEADERSHIP DALAM MENINGKATKAN MUTU PENDIDIKAN DI SDN 240 POREANG LUWU UTARA

2026-10-02T19:19:34+07:00

Penelitian ini bertujuan untuk menganalisis peran kepemimpinan kepala sekolah dalam meningkatkan mutu pendidikan di SDN 240 Poreang, Kabupaten Luwu Utara, serta mengidentifikasi faktor pendukung, faktor penghambat, dan strategi yang diterapkan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi yang melibatkan kepala sekolah dan guru sebagai informan utama. Hasil penelitian menunjukkan bahwa kepala sekolah memiliki peran kepemimpinan yang strategis melalui fungsi mengarahkan, membimbing, memotivasi, mengawasi, serta memberikan keteladanan untuk meningkatkan kinerja guru dan menciptakan lingkungan belajar yang kondusif. Pelaksanaan kepemimpinan didasarkan pada visi dan misi sekolah sehingga berkontribusi terhadap peningkatan mutu pendidikan secara berkelanjutan. Faktor pendukung meliputi kerja sama yang baik antarwarga sekolah dan komitmen terhadap pengembangan pendidikan, sedangkan faktor penghambat meliputi keterbatasan sarana dan prasarana, rendahnya motivasi sebagian guru, serta kurangnya partisipasi masyarakat. Untuk mengatasi kendala tersebut, kepala sekolah menerapkan strategi berupa penguatan visi sekolah, peningkatan kompetensi guru, pelaksanaan supervisi akademik, optimalisasi sumber daya sekolah, serta penguatan kemitraan dengan orang tua dan masyarakat. Penelitian ini berkontribusi pada pengembangan ilmu kepemimpinan pendidikan dengan menegaskan bahwa kepemimpinan kepala sekolah yang efektif merupakan faktor penting dalam mewujudkan peningkatan mutu pendidikan yang berkelanjutan di sekolah dasar.

MANAJEMEN PELATIHAN LIFE SKILL DALAM MENGEMBANGKAN KECAKAPAN VOKASIONAL DI MADRASAH ALIYAH AL-FALAH LEMAHABANG

2026-10-02T19:27:28+07:00

Penelitian ini bertujuan untuk mendeskripsikan manajemen pelatihan life skill dalam mengembangkan kecakapan vokasional peserta didik serta menganalisis dampak pelatihan tersebut di Madrasah Aliyah Al-Falah Lemahabang Kecamatan Bone-Bone Kabupaten Luwu Utara. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif yang meliputi pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa manajemen pelatihan life skill dilaksanakan melalui empat fungsi manajemen, yaitu perencanaan, pengorganisasian, pelaksanaan, dan evaluasi. Tahap perencanaan dilakukan dengan mengidentifikasi kebutuhan peserta didik, pengorganisasian melalui pembagian tugas kepada pembina dan pihak terkait, pelaksanaan menggunakan metode praktik langsung, sedangkan evaluasi dilakukan untuk menilai ketercapaian tujuan pelatihan dan perkembangan kompetensi peserta didik. Pelatihan life skill memberikan dampak positif terhadap peningkatan kecakapan vokasional peserta didik yang ditandai dengan berkembangnya hard skills dan soft skills, seperti kemampuan praktik, komunikasi, kerja sama, disiplin, tanggung jawab, kreativitas, dan kepercayaan diri. Selain itu, pelatihan ini meningkatkan motivasi belajar, kesiapan memasuki dunia kerja maupun berwirausaha, serta memberikan pengalaman belajar yang relevan dengan kebutuhan dunia kerja. Penelitian ini berkontribusi terhadap pengembangan kajian manajemen pendidikan, khususnya dalam penerapan fungsi-fungsi manajemen pelatihan life skill di madrasah sebagai strategi untuk meningkatkan kecakapan vokasional peserta didik dan dapat menjadi referensi bagi lembaga pendidikan dalam mengembangkan program pelatihan yang sesuai dengan kebutuhan dunia kerja

KOMIK DIGITAL DALAM PEMBELAJARAN MENULIS: PENGARUH WEBTOON BERTEMA HOROR TERHADAP KEMAMPUAN MENULIS TEKS NARATIF

2026-10-02T19:33:51+07:00

Dalam pembelajaran bahasa Inggris, kemampuan menulis teks naratif menempati posisi penting karena melatih siswa menuangkan gagasan, menyusun alur peristiwa, sekaligus menyampaikan pengalaman secara runtut. Kenyataannya, tidak sedikit siswa yang masih kesulitan mengembangkan gagasan, membangun struktur naratif, serta menggunakan kosakata dan tata bahasa yang sesuai. Kondisi ini menuntut hadirnya media pembelajaran yang mampu mendorong keterlibatan siswa secara lebih aktif dalam proses menulis. Horror-themed Webtoon, sebagai salah satu bentuk komik digital, menawarkan solusi melalui narasi visualnya yang dapat memantik imajinasi siswa dan menghadirkan konteks bermakna bagi kegiatan menulis naratif. Penelitian ini bertujuan untuk mengetahui dampak penggunaan horror-themed Webtoon terhadap kemampuan menulis naratif siswa di SMA Negeri 4 Kota Kediri. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-eksperimental berupa one-group pretest-posttest design. Partisipan penelitian adalah siswa kelas XI. Data dikumpulkan melalui tes menulis naratif yang diberikan sebelum dan sesudah perlakuan, kemudian dianalisis menggunakan statistik deskriptif dan uji paired-sample t-test. Temuan penelitian memperlihatkan peningkatan kemampuan menulis naratif siswa setelah penggunaan horror-themed Webtoon. Uji statistik mengonfirmasi adanya perbedaan signifikan antara skor pretest dan posttest, yang menunjukkan bahwa horror-themed Webtoon berkontribusi positif terhadap kemampuan menulis naratif siswa. Sebagai kesimpulan, horror-themed Webtoon dapat dianggap sebagai media pembelajaran yang efektif untuk meningkatkan kemampuan menulis naratif siswa dalam pembelajaran bahasa Inggris sebagai bahasa asing (EFL).

THE ROLE OF REPLAY, PLAYBACK SPEED CONTROL, AND TRANSCRIPT FEATURES IN SPOTIFY PODCAST IN FACILITATING ENGLISH LISTENING SKILLS

2026-08-03T23:41:45+07:00

This study aimed to investigate students' perceptions of Spotify podcast features in facilitating listening skills. The research focused on three Spotify podcast features, namely Replay Feature, Playback Speed Control, and Transcript Feature, and their contributions to five listening aspects: pronunciation, grammar, vocabulary, meaning, and pragmatic context. This study employed a quantitative descriptive design using a questionnaire distributed through Google Forms. The participants were students who had experience using Spotify podcasts as a medium for learning English listening skills. The findings revealed that students generally had positive perceptions toward the use of Spotify podcast features. Among the three features, the Transcript Feature was perceived as the most facilitating feature, obtaining the highest percentage (83%), followed by the Replay Feature (81%) and Playback Speed Control (80%). In terms of listening aspects, meaning emerged as the aspect most facilitated by Spotify podcast features. Furthermore, the findings indicated that Spotify podcast features were effective in supporting students' listening comprehension through repeated exposure, adjustable listening speed, and written transcripts. However, students still experienced challenges, particularly in grammar and pragmatic context, which were identified as the most difficult aspects of listening comprehension. The study concludes that Spotify podcast features can serve as valuable technology-based learning tools for facilitating listening skills. Therefore, English teachers and learners are encouraged to integrate Spotify podcasts into listening activities to provide authentic language input and promote independent learning.

BEYOND GRAMMAR: UNDERSTANDING EFL STUDENTS’ CHALLENGES IN OPINION-BASED SPEAKING ACTIVITIES

2026-10-02T20:12:52+07:00

This study aims to investigate the challenges faced by English as a Foreign Language (EFL) students in opinion-based speaking activities. Although previous studies have emphasized vocabulary limitations and grammatical difficulties as the primary barriers to speaking performance, limited research has specifically examined the challenges that emerge when students are required to express opinions, an activity that demands idea generation, argument construction, and spontaneous communication in English. This study employed a quantitative descriptive survey design involving 278 students of SMAN 6 Kediri selected through simple random sampling. Data were collected using a Likert-scale questionnaire covering five aspects of speaking challenges: linguistic limitations, pronunciation concerns, fear of negative evaluation, cognitive load, and contextual classroom barriers. The data were analyzed using descriptive statistics, including frequency, percentage, and mean scores. The findings revealed that students experienced speaking challenges at a moderate level overall. However, pronunciation concerns, grammar uncertainty, and cognitive load emerged as the most dominant challenges. The results indicate that students’ difficulties in expressing opinions are not solely related to linguistic accuracy but also to concerns about being understood by listeners and their ability to manage ideas and information simultaneously during communication. Therefore, opinion-based speaking activities require pedagogical support that focuses not only on linguistic competence but also on students’ cognitive readiness and communicative effectiveness.

THE CORRELATION BETWEEN WRITING ANXIETY AND WRITING SKILLS AMONG 10TH GRADE STUDENTS AT SMAN 2 KEDIRI IN THE 2025/2026 ACADEMIC YEAR

2026-08-08T17:51:22+07:00

This study investigates the relationship between foreign language writing anxiety and academic writing performance among tenth-grade students at SMAN 2 Kediri. Employing a quantitative descriptive-correlational design, the research drew a purposive sample of students who were observed naturalistically within their regular classroom settings, ensuring that emotional and behavioral patterns emerged organically without experimental interference. Data on writing anxiety were collected using the Second Language Writing Anxiety Inventory, while academic writing performance was measured through standardized composition assessment. A Pearson product-moment correlation analysis was conducted to determine both the magnitude and direction of the relationship between the targeted variables. The results revealed that participants experienced moderate to high overall levels of writing anxiety, and a significant inverse relationship emerged between total anxiety scores and writing achievement, confirming that higher anxiety corresponds to lower academic writing performance. Dimensional analysis further indicated that cognitive apprehension carried the strongest predictive weight, reflecting students' intense dread of evaluation, while somatic anxiety and behavioral avoidance contributed additional yet secondary impacts. In alignment with diverging theoretical perspectives, mild baseline arousal occasionally functioned as a facilitating driver for a small subset of student profiles by motivating hurried or task-focused completion without any experimental manipulation. These findings demonstrate that affective distress functions as an active structural bottleneck rather than an incidental background condition, disrupting working memory and altering how secondary learners process target-language structures under timed academic constraints. The study recommends that future research adopt longitudinal, and to inform evidence-based pedagogical reforms in secondary EFL instruction.

EXPLORING TEACHER STRATEGIES IN PREPARING STUDENTS FOR ENGLISH SPEECH COMPETITIONS

2026-08-11T11:00:28+07:00

This study investigated the strategies used by an English teacher in preparing an elementary school student for an English speech competition, as well as the challenges encountered during the coaching process at MIN 1 Kota Kediri. This study employed a qualitative research approach with a descriptive design. The participants were an external English speech coach (T1) as the primary participant and a student who had won an English speech competition (S1) as the triangulation participant. Data were collected through interviews, observations, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The trustworthiness of the data was established through source and technique triangulation. The findings show that the teacher implemented six systematic strategies: memorization, pronunciation and fluency training, body language and performance training, repetitive practice and simulation, feedback and evaluation, and confidence building. The preparation process also faced several challenges, including students' difficulty in memorizing speech texts, pronunciation problems, nervousness, differences in individual abilities, and limited preparation time, which the teacher addressed through continuous guidance, repeated practice, and constructive feedback. These findings indicate that systematic, stage-by-stage coaching that combines linguistic and psychological preparation contributes positively to young learners' readiness and performance in English speech competitions.

EXPLORING EFL STUDENTS’ LISTENING STRATEGIES THROUGH YOUTUBE MUSIC SONGS AT SMAN 1 KEDIRI

2026-08-11T12:48:30+07:00

EFL learning at the senior high school level continues to face various challenges, particularly in the acquisition of listening skills due to limited exposure to authentic input. In language acquisition, employing systematic listening strategies is essential as it enables learners to consciously process complex spoken input, overcome acoustic barriers, and regulate their own learning pace. To address this issue, the utilization of audio-based digital media, such as English songs on YouTube Music, has emerged as a popular and accessible autonomous learning resource among adolescents. The aims of this research are 1) to identify the types of strategies employed by students when using YouTube Music songs to develop their English listening skills; and 2) to describe how students implement those strategies when using YouTube Music songs for listening skills. This research used a qualitative approach with a case study design carried out at SMAN 1 Kediri. The subjects of this research were 10 senior high school students of Class XI-D in the academic year 2025/2026 who were active users of YouTube Music songs. Data were collected using open-ended questionnaires and guided interviews. Data analysis techniques included data reduction, data display, and conclusion drawing and verification. Data validity was checked using the data triangulation method. The findings reveal that YouTube Music songs develop listening skills through four strategies: repetition, subtitles/lyrics, note-taking, and comprehension techniques. Students implement these by combining actions like replaying for translation, text cross-referencing, adjusting device placement, and mimicking pronunciation. This media successfully fosters low-anxiety, autonomous, and self-regulated learning.

STUDENTS' SELF-DIRECTED VOCABULARY LEARNING THROUGH DUOLINGO: MOTIVATION, STRATEGIES, AND LEARNING CONSISTENCY

2026-08-11T19:33:36+07:00

Self-directed vocabulary learning has become increasingly relevant in digital language learning environments, particularly as mobile applications provide learners with flexible opportunities to practice English beyond formal classroom settings. Duolingo offers a gamified learning environment that enables learners to engage in vocabulary practice through short lessons, immediate feedback, progress tracking, and motivational features. This study aims to explore students’ self-directed English vocabulary learning through Duolingo by examining the strategies they employ, the factors that motivate their learning, and the ways they maintain learning consistency. This research employed a qualitative approach with a case study design involving five junior high school students from MTsN 1 Kediri who actively used Duolingo for independent English vocabulary learning. Data were collected through open-ended questionnaire worksheets, non-participant observation, and documentation of students’ Duolingo learning activities. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that students developed self-directed vocabulary learning routines by integrating Duolingo into their leisure time and employing various strategies, including translation, note-taking, contextual guessing, and pronunciation practice. Students’ learning motivation was supported by personal goals, gamified features, progress tracking, and peer competition. The findings also indicate that the daily streak feature played a particularly important role in maintaining students’ learning consistency, while social support and technical conditions influenced their learning experiences. Despite these motivating factors, students encountered obstacles including unstable internet connections, device limitations, application bugs, and the heart/energy system. Overall, Duolingo provided a flexible digital environment that supported students’ autonomous vocabulary learning by combining self-directed strategies, motivational mechanisms, and routine-based learning practices.

THE EFFECT OF CANVA-BASED DIGITAL STORY RETELLING ON STUDENTS’ NARRATIVE WRITING SKILLS

2026-08-14T13:08:42+07:00

Writing narrative texts requires EFL learners to generate and organize ideas while controlling vocabulary, grammar, and mechanics. This study investigated the effect of Canva-based Digital Story Retelling on the narrative writing skills of eleventh-grade students at SMAN 1 Kediri and explored students’ learning experiences during the intervention. The study employed an embedded mixed-methods approach, with a pre-experimental one-group pre-test–post-test design as the quantitative strand. Thirty-five eleventh-grade students were selected through purposive sampling. Data were collected through narrative writing tests, classroom observation, a student perception questionnaire, and semi-structured interviews with five students. Writing performance was assessed in content, organization, vocabulary, grammar, and mechanics. Quantitative data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed Rank Test, while qualitative evidence was analyzed descriptively. The mean score increased from 84.17 in the pre-test to 88.00 in the post-test. The Wilcoxon test indicated a statistically significant difference between the two measurements (Z = -3.065, p = 0.002). Twenty-three students improved, nine students decreased, and three students obtained the same score. Qualitative findings indicated that students perceived the strategy as engaging and helpful for organizing ideas and understanding narrative structure, although some students still experienced difficulty developing the complication and modifying story plots. The findings indicate that Canva-based Digital Story Retelling can serve as a structured instructional strategy for supporting narrative writing in an Indonesian EFL classroom.

FLIPPING THE CLASSROOM WITH AI: ENHANCING EFL STUDENTS’ SPEAKING SKILLS THROUGH SMALLTALK2ME

2026-08-14T16:07:01+07:00

This study investigates the effect of integrating SmallTalk2Me AI within a flipped classroom model on students’ English speaking skills. A pre-experimental design with a one-group pretest-posttest structure was employed at SMA Negeri 1 Purwoasri, East Java, Indonesia. The sample consisted of 22 eleventh-grade students from class XI SAINKES 6, selected through cluster sampling. Students’ speaking skills were assessed across five components grammar, vocabulary, comprehension, fluency, and pronunciation using Brown’s (2004) speaking rubric. The intervention followed a three-stage flipped classroom procedure: pre-class independent study via instructional video, in-class communicative practice, and post-class self-study using SmallTalk2Me AI for personalized feedback. Data were collected through speaking tests and analyzed using a paired-sample t-test. The results showed a substantial improvement in students’ speaking performance, with the mean score increasing from 39.82 (pre-test) to 79.82 (post-test). The paired-sample t-test indicated a statistically significant difference (p = .000 < .05). These findings demonstrate that integrating SmallTalk2Me AI into a flipped classroom is an effective strategy for improving EFL speaking skills among senior high school students.

THE EFFECT OF USING DEEPL TRANSLATOR ON SENIOR HIGH SCHOOL STUDENTS’ VOCABULARY MASTERY

2026-08-16T09:30:29+07:00

This study aimed to examine the extent to which students’ vocabulary mastery improved after being taught using DeepL Translator and to determine the significance of its effect on the vocabulary mastery of eleventh-grade students at SMAN 6 Kediri. This study employed a quantitative approach with a pre-experimental one-group pre-test and post-test design. The population consisted of 432 eleventh-grade students, with one class consisting of 36 students selected through simple random sampling as the sample. The research instrument was a vocabulary test consisting of 25 multiple-choice items administered as a pre-test and post-test. The treatment involved the use of DeepL Translator in vocabulary learning activities. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test with a significance level of 0.05. The results showed that the students’ mean score increased from 77.00 in the pre-test to 85.22 in the post-test, indicating an improvement of 8.22 points. The paired-samples t-test yielded a significance value of 0.000, which was lower than 0.05, indicating a statistically significant difference between the pre-test and post-test scores. The findings suggest that the guided use of DeepL Translator can support vocabulary learning by providing contextualized translation and alternative word choices, particularly in developing students’ understanding of word meaning, contextual meaning, and appropriate word use.

KEPEMIMPINAN TRANSFORMASIOANL KEPALA SEKOLAH DALAM MENERAPKAN DEEP LEARNING DI SMA NEGERI 15 LUWU

2026-10-02T20:34:47+07:00

Penelitian ini bertujuan untuk menganalisis kepemimpinan transformasional kepala sekolah dalam menerapkan konsep deep learning di SMA Negeri 15 Luwu, serta mengidentifikasi faktor pendukung dan penghambat dalam implementasinya. Fokus penelitian diarahkan pada bagaimana kepala sekolah berperan sebagai pemimpin transformasional dalam mendorong perubahan pembelajaran yang lebih mendalam, inovatif, dan berpusat pada peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian lapangan (field research). Data diperoleh melalui teknik wawancara, observasi, dan dokumentasi dengan melibatkan kepala sekolah, guru, dan tenaga kependidikan sebagai informan. Analisis data dilakukan menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional kepala sekolah telah diterapkan melalui beberapa aspek, yaitu pemberian visi dan motivasi kepada guru, penguatan budaya kolaboratif, serta dorongan terhadap inovasi pembelajaran berbasis deep learning. Kepala sekolah juga berperan dalam menciptakan lingkungan belajar yang mendukung pengembangan kemampuan berpikir kritis, kreatif, dan reflektif peserta didik. Namun demikian, implementasi deep learning belum sepenuhnya optimal karena masih terdapat beberapa kendala, seperti keterbatasan pemahaman guru terhadap konsep deep learning, kurangnya pelatihan yang berkelanjutan, serta keterbatasan sarana dan prasarana pendukung. Dengan demikian, diperlukan peningkatan kapasitas guru melalui pelatihan yang berkesinambungan, penguatan dukungan kebijakan sekolah, serta optimalisasi peran kepemimpinan transformasional kepala sekolah agar penerapan deep learning dapat berjalan lebih efektif dan berkelanjutan.

PENGARUH KEPERCAYAAN DIRI TERHADAP KETERAMPILAN SOSIAL SISWA DI SDK ROWOREKE 2

2026-10-02T20:40:11+07:00

Penelitian ini bertujuan untuk mengetahui pengaruh kepercayaan diri terhadap keterampilan sosial siswa di SDK Roworeke 2. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan pendekatan asosiatif kausal selanjutnya teknik pengumpulan data digunakan dengan menggunakan angket, observasi, dan dokumentasi. Sampel dalam penelitian ini adalah siswa-siswi kelas I-VI Sdk Roworeke 2 yang berjumlah 69 orang. Hasil penelitian menyatakan bahwa variabel kepercayaan diri mempunyai pengaruh positif dan signifikan terhadap variabel keterampilan sosial siswa di Sdk Roworeke 2. Hal tersebut dilihat dari koefisien determinasi (R²) yang didapatkan dari perhitungan yaitu sebanyak 0,675 atau 67,5% dan sebagiannya dipengaruhi oleh faktor lain yaitu sebanyak 32,5% yang tidak dijelaskan dalam penelitian ini.