Journal Title Pendekar : Jurnal Pendidikan Berkarakter Initials Pendekar Frequency 4 issues per year (April, Juli, September, & December) DOI prefix 10.31764 by ISSN 2615-1421 (Online) OAI Address http://journal.ummat.ac.id/index.php/pendekar/oai Editor-in-Chief Vera Mandailina Accreditation SINTA 4 | SK 0547/E5/DT.05.00/2024 Mulai Vol 6 No 1 2023 - Vol 10 No 2 2027 Publisher Universitas Muhammadiyah Mataram Contact Admin pendekar.ummat@gmail.com | +62 853-3397-5477 Publication April 2018 Pendekar : Jurnal Pendidikan Berkarakter that specifically publishes research results of lecturers, teachers, students, and practitioners in the field of education. The scope of this journal includes Mathematics and Natural Sciences Education, Pancasila and Citizenship Education and Social Sciences, Language and Literature Education (Indonesian and Foreign), Basic Education, Early Childhood Education, Early Childhood Islamic Education, Religious Education, Vocational Education, Out-of-School Education, and Educational Technology. Published four times a year in April, July, September, & December.
Authors who publish articles in Pendekar agree to the following terms: Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Evaluation of the Implementation of Life Skills Education in Increasing the Independence and Productivity of Students
Abstract: This study aims to evaluate the implementation of Life Skills Education in improving learners’ independence and productivity through a systematic literature review combined with bibliometric analysis. Data were collected from six major academic databases, resulting in 1,324 initial records. After removing 214 duplicate articles and 325 ineligible records identified through automated screening, 323 studies were retained for title and abstract screening. Of these, 285 articles were assessed for full-text eligibility, and ultimately 10 empirical studies met all inclusion criteria and were included in the final analysis. The findings reveal that Life Skills Education significantly contributes to enhancing learners’ independence in emotional, intellectual, and economic dimensions, as well as increasing productivity through employability skills, entrepreneurship, and adaptive competencies. Bibliometric mapping using VOSviewer indicates that research trends are increasingly oriented toward human development, empowerment, sustainability, and socio-economic resilience. Furthermore, the results demonstrate a paradigm shift from a traditional skill-based training model to a more holistic framework that integrates personal development, well-being, and community empowerment. This study concludes that Life Skills Education plays a strategic role in non-formal education by fostering self-reliant and productive individuals. The findings also provide empirical and theoretical contributions for policymakers and educators in developing more integrated, context-based, and sustainable educational programs. Abstrak: Studi ini bertujuan untuk mengevaluasi implementasi Pendidikan Keterampilan Hidup dalam meningkatkan kemandirian dan produktivitas peserta didik melalui tinjauan literatur sistematis yang dikombinasikan dengan analisis bibliometrik. Data dikumpulkan dari enam basis data akademik utama, menghasilkan 1.324 catatan awal. Setelah menghapus 214 artikel duplikat dan 325 catatan yang tidak memenuhi syarat yang diidentifikasi melalui penyaringan otomatis, 323 studi dipertahankan untuk penyaringan judul dan abstrak. Dari jumlah tersebut, 285 artikel dinilai kelayakannya untuk teks lengkap, dan akhirnya 10 studi empiris memenuhi semua kriteria inklusi dan dimasukkan dalam analisis akhir. Temuan menunjukkan bahwa Pendidikan Keterampilan Hidup secara signifikan berkontribusi pada peningkatan kemandirian peserta didik dalam dimensi emosional, intelektual, dan ekonomi, serta meningkatkan produktivitas melalui keterampilan kerja, kewirausahaan, dan kompetensi adaptif. Pemetaan bibliometrik menggunakan VOSviewer menunjukkan bahwa tren penelitian semakin berorientasi pada pengembangan manusia, pemberdayaan, keberlanjutan, dan ketahanan sosial-ekonomi. Lebih lanjut, hasil penelitian menunjukkan pergeseran paradigma dari model pelatihan berbasis keterampilan tradisional ke kerangka kerja yang lebih holistik yang mengintegrasikan pengembangan pribadi, kesejahteraan, dan pemberdayaan masyarakat. Studi ini menyimpulkan bahwa Pendidikan Keterampilan Hidup memainkan peran strategis dalam pendidikan non-formal dengan membina individu yang mandiri dan produktif. Temuan ini juga memberikan kontribusi empiris dan teoretis bagi para pembuat kebijakan dan pendidik dalam mengembangkan program pendidikan yang lebih terintegrasi, berbasis konteks, dan berkelanjutan.
Copyright (c) 2026 Hisyam Syafii, Husain Azhari, Rudyn Alaldaya https://creativecommons.org/licenses/by-sa/4.0
Cultivating Environmental Care Character through Sekolah Alam Indonesia: A Literature Review
Abstract: Environmental awareness among students is still relatively low, necessitating an educational model capable of fostering a sustainable ecological character. Sekolah Alam offer an alternative education that integrates the learning process with nature through a contextual approach and direct experience. This study seeks to review and analyses the results of previous research on the role of Sekolah Alam in shaping students' environmental character. This study used a systematic literature review method on scientific articles published between 2024-2025 that discussed contextual learning, the integration of religious values, and the application of experiential learning in Indonesian Sekolah Alam. The process of searching, selecting, and analyzing articles follows the PRISMA procedure with measurable criteria, analyzed using a thematic analysis approach and concept-centric review to ensure comprehensive and transparent findings. The results of the study indicate that the integration of environmental values into the curriculum, the role of teachers as facilitators, and learning activities based on real experiences contribute significantly to the formation of students' ecological awareness and behaviour. Thus, Sekolah Alam can be seen as an effective sustainable education model in fostering environmental character from an early age. Sekolah Alam’s curriculum, supported by the maximum role of teachers, can be an alternative for other schools to foster environmental character. Abstrak: Kesadaran peduli lingkungan di kalangan pelajar masih tergolong rendah, sehingga diperlukan model pendidikan yang mampu menumbuhkan karakter ekologis secara berkelanjutan. Sekolah Alam hadir sebagai alternatif pendidikan yang mengintegrasikan proses belajar dengan alam melalui pendekatan kontekstual dan pengalaman langsung. penelitian ini berupaya meninjau dan menganalisis hasil-hasil penelitian terdahulu tentang peran Sekolah Alam dalam membentuk karakter peduli lingkungan peserta didik. Penelitian ini menggunakan metode studi literatur sistematis (systematic literature review) terhadap artikel ilmiah terbit pada tahun 2024-2025 yang membahas pembelajaran kontekstual, integrasi nilai keagamaan, dan penerapan experiential learning di Sekolah Alam Indonesia. Proses penelusuran, seleksi, dan analisis artikel mengikuti prosedur PRISMA dengan kriteria terukur, dianalisis menggunakan pendekatan analisis tematik serta concept centric review agar temuan komprehensif dan transparan. Hasil kajian menunjukkan bahwa integrasi nilai peduli lingkungan dalam kurikulum, peran guru sebagai fasilitator, serta kegiatan belajar berbasis pengalaman nyata berkontribusi signifikan terhadap pembentukan kesadaran dan perilaku ekologis peserta didik. Dengan demikian, Sekolah Alam dapat dipandang sebagai model pendidikan berkelanjutan yang efektif dalam menumbuhkan karakter peduli lingkungan sejak usia dini. Kurikulum Sekolah Alam didukung dengan peran guru yang maksimal dapat menjadi alternatif bagi sekolah-sekolah lain untuk menumbuhkan karakter peduli lingkungan.
Prince Clinton Immanuel Christian Damanik
Copyright (c) 2026 Feri Dwi Jayanti, Rizki Achmad Husaeni, Prince Clinton Immanuel Christian Damanik, Anastasia Arta Uli, Mohammad Idham Chaled https://creativecommons.org/licenses/by-sa/4.0
Civic Integrative Teacher Competence (CITeC): Mapping Competencies to Strengthen Elementary Students’ Digital Citizenship
Abstract: Strengthening elementary students’ civic character in the digital era is a major challenge in Pancasila education or PKn. This study maps teacher competencies that support the development of students’ civic knowledge, attitudes, and skills through classroom instructional practices. A Systematic Literature Review (SLR) was conducted on 25 national and international articles published from 2019 to 2026 using a structured literature synthesis matrix as the data analysis instrument. Thematic analysis was used to identify patterns and classify teacher competencies. Findings show that the five core teacher competencies pedagogical, professional, social, personal, and digital have evolved into seven key competencies: civic pedagogic, contextual professional, socio-personal, 21st-century skills, digital pedagogic, democratic socio-emotional, and collaborative civic ecosystem. These competencies are integrated into the Civic Integrative Teacher Competence (CITeC) framework, which emphasizes that strengthening students’ civic character occurs through contextual learning, a democratic classroom climate, positive social interaction, and ethical technology use. The CITeC framework provides a basis for designing participatory and reflective strategies, models, and approaches in Pancasila education that are relevant to students’ needs in the digital era. Abstrak: Penguatan karakter kewargaan murid sekolah dasar di era digital menjadi tantangan utama dalam pembelajaran Pendidikan Pancasila atau PKn. Penelitian ini memetakan kompetensi guru yang mendukung pengembangan pengetahuan, sikap, dan keterampilan kewargaan murid melalui praktik pembelajaran di kelas. Metode penelitian menggunakan Systematic Literature Review (SLR) terhadap 25 artikel nasional dan internasional yang diterbitkan antara 2019–2026 dengan bantuan matriks sintesis literatur sebagai perangkat analisis data. Analisis tematik diterapkan untuk mengidentifikasi pola dan mengklasifikasikan kompetensi guru. Hasil penelitian menunjukkan bahwa lima kompetensi inti guru pedagogik, profesional, sosial, kepribadian, dan digital berevolusi menjadi tujuh kompetensi utama: pedagogis kewargaan, profesional kontekstual, sosial-kepribadian, keterampilan abad ke-21, pedagogis digital, sosial-emosional demokratis, dan kolaboratif ekosistem kewargaan. Ketujuh kompetensi ini terintegrasi dalam kerangka Civic Integrative Teacher Competence (CITeC), yang menekankan bahwa penguatan karakter kewargaan murid berlangsung melalui pembelajaran kontekstual, iklim kelas demokratis, interaksi sosial positif, dan pemanfaatan teknologi secara etis. Kerangka CITeC menjadi dasar perancangan strategi, model, dan pendekatan pembelajaran Pancasila yang partisipatif, reflektif, dan relevan dengan kebutuhan murid di era digital.
Copyright (c) 2026 Hamidaturrohmah, Muh Muhaimin https://creativecommons.org/licenses/by-sa/4.0
Peran Transformasi Digital terhadap Pengelolaan Keuangan Bisnis untuk Peningkatan Daya Saing Perusahaan
Abstract: This study aims to analyze the role of digital transformation in business financial management and its contribution to enhancing corporate competitiveness. The methodology employed is a Systematic Literature Review, utilizing literature sources from Scopus, Google Scholar, and DOAJ for the period from 2015 to 2025. Studies were selected through a process of identification, screening, and analysis of relevant research. The results indicate that digital transformation strengthens the effectiveness of financial management by improving data accuracy, accelerating accounting processes, and reinforcing financial reporting and control systems. Technologies such as big data, artificial intelligence, and modern financial information systems enhance decision-making quality by providing faster, more comprehensive, and more reliable data. Moreover, digitalization fosters innovation, increases company adaptability, and promotes transparency and accountability, all of which support enhanced competitiveness. The literature review identified several challenges, including data security issues, limitations in human resource capabilities, gaps in technology adoption, and incomplete digital integration, which hinder the ability to make long-term strategic decisions. These findings affirm that digital transformation plays a strategic role in strengthening financial management and enhancing corporate competitiveness in an increasingly competitive business environment. Abstrak: Penelitian ini bertujuan untuk menganalisis peran transformasi digital dalam manajemen keuangan bisnis serta kontribusinya terhadap peningkatan daya saing perusahaan. Metodologi yang digunakan adalah Tinjauan Pustaka Sistematis, dengan memanfaatkan sumber-sumber pustaka dari Scopus, Google Scholar, dan DOAJ untuk periode tahun 2015 hingga 2025. Penelitian dipilih melalui proses identifikasi, penyaringan, dan analisis penelitian yang relevan. Hasilnya menunjukkan bahwa transformasi digital memperkuat efektivitas manajemen keuangan dengan meningkatkan akurasi data, mempercepat proses akuntansi, serta memperkuat sistem pelaporan dan pengendalian keuangan. Teknologi seperti big data, kecerdasan buatan, dan sistem informasi keuangan modern meningkatkan kualitas pengambilan keputusan dengan menyediakan data yang lebih cepat, lebih komprehensif, dan lebih andal. Selain itu, digitalisasi mendorong inovasi, meningkatkan kemampuan adaptasi perusahaan, serta mempromosikan transparansi dan akuntabilitas, yang semuanya mendukung peningkatan daya saing. Tinjauan literatur mengidentifikasi beberapa tantangan, termasuk masalah keamanan data, keterbatasan kemampuan sumber daya manusia, kesenjangan dalam adopsi teknologi, dan integrasi digital yang belum tuntas, yang menghambat kemampuan untuk mengambil keputusan strategis jangka panjang. Temuan ini menegaskan bahwa transformasi digital memainkan peran strategis dalam memperkuat manajemen keuangan dan meningkatkan daya saing korporat di lingkungan bisnis yang semakin kompetitif.
Copyright (c) 2026 Febi Laeli Puspita, Fathin Hamami, Baiq Reinelda Tri Yunarni https://creativecommons.org/licenses/by-sa/4.0
Analisis Dampak Penerapan Metode Fun Learning terhadap Motivasi Belajar dan Pembentukan Karakter Siswa
Abstract: This study is a systematic literature review (SLR) with a descriptive-analytical qualitative approach that aims to comprehensively analyze the impact of applying the Fun Learning method on student learning motivation and character building. Data were obtained from 10 relevant scientific articles selected through the Google Scholar database and national journal portals. The synthesis results show that the consistent application of Fun Learning increases student learning motivation, as indicated by increased interest in learning, active participation, self-confidence, and social interaction at various levels of education. In addition, collaborative activities in Fun Learning contribute to strengthening key student character traits, particularly discipline, responsibility, cooperation, and empathy. The findings also confirm that the effectiveness of implementation is highly dependent on teachers' pedagogical competence in designing contextual, creative, and meaningful activities. Theoretically, this study reinforces the position of Fun Learning as a learning approach that integrates the affective and character domains into one innovative learning framework. Practically, the results of this study provide recommendations for teachers and schools to optimize the design of Fun Learning as an implementative strategy in increasing motivation while shaping students' character holistically in the 21st century.The Fun Learning method in the learning approach emphasizes elements of fun, creativity, and active student involvement. This study aims to analyze the impact of Fun Learning on student learning motivation and character building. A literature review shows that Fun Learning can increase student interest in learning, self-confidence, and social interaction. In addition, this approach promotes character values such as discipline, cooperation, responsibility, and empathy. However, its effectiveness is greatly influenced by the teacher's competence in designing meaningful and contextual activities. Thus, Fun Learning is a potential strategy for creating enjoyable learning and positive character development. Abstrak: Penelitian ini merupakan tinjauan literatur sistematis (SLR) dengan pendekatan kualitatif deskriptif-analitis yang bertujuan untuk menganalisis secara komprehensif dampak penerapan metode Fun Learning terhadap motivasi belajar siswa dan pembentukan karakter. Data diperoleh dari 10 artikel ilmiah relevan yang dipilih melalui basis data Google Scholar dan portal jurnal nasional. Hasil sintesis menunjukkan bahwa penerapan konsisten Fun Learning meningkatkan motivasi belajar siswa, sebagaimana ditunjukkan oleh peningkatan minat belajar, partisipasi aktif, kepercayaan diri, dan interaksi sosial di berbagai tingkatan pendidikan. Selain itu, aktivitas kolaboratif dalam Fun Learning berkontribusi pada penguatan karakter siswa, terutama disiplin, tanggung jawab, kerja sama, dan empati. Temuan ini juga menegaskan bahwa efektivitas implementasi sangat bergantung pada kompetensi pedagogis guru dalam merancang aktivitas yang kontekstual, kreatif, dan bermakna. Secara teoritis, penelitian ini memperkuat posisi Fun Learning sebagai pendekatan pembelajaran yang mengintegrasikan domain afektif dan karakter ke dalam kerangka pembelajaran inovatif. Secara praktis, hasil penelitian ini memberikan rekomendasi bagi guru dan sekolah untuk mengoptimalkan desain Fun Learning sebagai strategi implementasi dalam meningkatkan motivasi sambil membentuk karakter siswa secara holistik di abad ke-21.
Copyright (c) 2026 Niken Zalfitri, Relsas Yogica, Ardi, Tiara Monika, Khesya Azahra Latifa https://creativecommons.org/licenses/by-sa/4.0
Optimalisasi Ekstrakurikuler Hadrah dalam Meningkatkan Kepercayaan Diri Siswa di Madrasah Ibtidaiyah
Abstract: Extracurricular activities in madrasahs play an essential role in shaping students’ character and self-confidence. However, in practice, some activities are still not optimally managed. This study aims to analyze the planning, implementation, and evaluation of hadrah activities in enhancing students’ self-confidence. A qualitative case study approach was employed. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The study was conducted at MIN 2 Jember, involving 1 principal, 1 hadrah instructor, and 12 students participating in the hadrah extracurricular program. The findings show that structured planning, consistent participatory implementation, and continuous evaluation form an integrated pattern supporting confidence development. Supporting factors include institutional support and student enthusiasm, while initial anxiety becomes the main obstacle. Students demonstrated improved stage courage, teamwork, discipline, and active participation in school events. This study contributes to strengthening religious-based extracurricular activities in character education. Abstrak: Kegiatan ekstrakurikuler di madrasah memiliki peran penting dalam membentuk karakter dan kepercayaan diri siswa. Namun pada pelaksanaannya, masih terdapat kegiatan yang belum terkelola secara optimal. Penelitian ini bertujuan menganalisis perencanaan, pelaksanaan, dan evaluasi kegiatan hadrah dalam meningkatkan kepercayaan diri siswa. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif Miles dan Huberman. Penelitian ini dilaksanakan di MIN 2 Jember, dengan melibatkan 1 kepala madrasah, 1 guru pembina hadrah, dan 12 siswa peserta ekstrakurikuler hadrah. Hasil penelitian menunjukkan bahwa perencanaan terstruktur, pelaksanaan konsisten dan partisipatif, serta evaluasi berkelanjutan membentuk pola kegiatan yang mendukung peningkatan kepercayaan diri. Faktor pendukung meliputi dukungan madrasah dan antusiasme siswa, sedangkan hambatan utama adalah rasa gugup awal. Siswa menunjukkan peningkatan keberanian tampil, kerja sama, kedisiplinan, dan partisipasi aktif dalam kegiatan madrasah. Penelitian ini berkontribusi pada penguatan kegiatan ekstrakurikuler berbasis religius dalam pendidikan karakter.
Copyright (c) 2026 Ni’matus Sholikhah, Moh. Ferdi Hasan https://creativecommons.org/licenses/by-sa/4.0
School Well-Being sebagai Prediktor Resiliensi Santri: Studi Kuantitatif Berbasis Structural Equation Modeling di Pesantren
Abstract: This study is important for understanding how School Well-Being in Islamic boarding schools (pesantren), which has been underexplored, can influence santri resilience in facing academic, social, and spiritual challenges within a structured pesantren environment. The study aims to analyze the impact of School Well-Being on santri resilience in pesantren. A quantitative approach with a correlational survey design was used. The study sample consisted of 416 senior high school-level santri selected using multistage cluster random sampling. The instruments used were the School Well-Being Scale based on the Konu and Rimpelä model, and the Resilience Scale based on Reivich and Shatté's theory. Both instruments demonstrated validity and reliability, with Cronbach's Alpha of 0.857 for the School Well-Being Scale and 0.790 for the Resilience Scale. Data were analyzed using Structural Equation Modeling (SEM). The results showed that School Well-Being positively and significantly affects santri resilience (β = 0.215; p < 0.001). These findings suggest that an emotionally, socially, and spiritually supportive pesantren environment contributes to strengthening the psychological resilience of santri. This study highlights the importance of developing an education ecosystem focused on well-being as a strategy to enhance santri resilience. Abstrak: Penelitian ini penting untuk memahami bagaimana School Well-Being di pesantren, yang masih belum banyak diteliti, dapat mempengaruhi resiliensi santri dalam menghadapi tantangan akademik, sosial, dan spiritual di lingkungan pesantren yang terstruktur. Penelitian ini bertujuan untuk menganalisis pengaruh School Well-Being terhadap resiliensi santri di pesantren. Penelitian menggunakan pendekatan kuantitatif dengan desain survei korelasional. Sampel penelitian berjumlah 416 santri tingkat SMA yang dipilih melalui teknik multistage cluster random sampling. Instrumen yang digunakan adalah Skala School Well-Being berdasarkan model Konu dan Rimpelä serta Skala Resiliensi berdasarkan teori Reivich dan Shatté. Kedua instrumen ini memiliki validitas dan reliabilitas dengan Cronbach’s Alpha 0,857 untuk Skala School Well-Being dan 0,790 untuk Skala resiliensi. Data dianalisis menggunakan Structural Equation Modeling (SEM). Hasil penelitian menunjukkan bahwa School Well-Being berpengaruh positif dan signifikan terhadap resiliensi santri (β = 0,215; p < 0,001). Temuan ini menunjukkan bahwa lingkungan pesantren yang mendukung secara emosional, sosial, dan spiritual berkontribusi dalam memperkuat ketahanan psikologis santri. Penelitian ini menegaskan pentingnya pengembangan ekosistem pendidikan yang berorientasi pada kesejahteraan sebagai strategi dalam meningkatkan resiliensi santri.
Copyright (c) 2026 Indra Wijaya, Hasyim Haddade, Ulfiani Rahman, Ahmad Afif https://creativecommons.org/licenses/by-sa/4.0
Religious Moderation in Islamic Education as a Strategy for Strengthening the Character of Tolerance and Prevention of Violence
Abstract: The increasing intolerance, radicalism and identity-based violence among Indonesian youth underscores the urgency of how higher commitment to Islam education on tolerance. This research reveals the moderation of religious thought in Islamic education as a strategy for peace and conflict prevention in a pluralistic society. This study, employing a qualitative and desk-based research design, scrutinizes academic papers, books, policy papers, and university reports that observe religious moderation as well as character education in Indonesia. The analysis of data applied was the content analysis technique, by categorizing and coding the key themes contained in relevant literature to find patterns [which] support religious moderation [in Islamic education]. The findings imply that wasatiyah internalization in the curriculum, teaching methods, school culture and digital literacy efforts are indicators of inclusive and resilient character towards non-violence. This research connects religious moderation with structural-functional theory, also social learning theory. It calls for policy support, better teacher preparation and more empirical research to facilitate better implementation in the future. Abstrak: Meningkatnya intoleransi, radikalisme, dan kekerasan berbasis identitas di kalangan pemuda Indonesia menggarisbawahi urgensi komitmen yang lebih tinggi terhadap pendidikan Islam yang berfokus pada toleransi. Penelitian ini mengungkapkan moderasi pemikiran keagamaan dalam pendidikan Islam sebagai strategi perdamaian dan pencegahan konflik dalam masyarakat pluralistik. Studi ini, menggunakan desain penelitian kualitatif dan berbasis pustaka, meneliti makalah akademis, buku, makalah kebijakan, dan laporan universitas yang mengamati moderasi keagamaan serta pendidikan karakter di Indonesia. Analisis data yang diterapkan adalah teknik analisis isi, dengan mengkategorikan dan mengkodekan tema-tema utama yang terdapat dalam literatur terkait untuk menemukan pola yang mendukung moderasi keagamaan dalam pendidikan Islam. Temuan menunjukkan bahwa internalisasi wasatiyah dalam kurikulum, metode pengajaran, budaya sekolah, dan upaya literasi digital merupakan indikator karakter inklusif dan tangguh terhadap non-kekerasan. Penelitian ini menghubungkan moderasi keagamaan dengan teori struktural-fungsional, serta teori pembelajaran sosial. Hal ini menyerukan dukungan kebijakan, persiapan guru yang lebih baik, dan lebih banyak penelitian empiris untuk memfasilitasi implementasi yang lebih baik di masa mendatang.
Copyright (c) 2026 Ahmad Akbar Fauzi, Fadhilla Nangroe Anggraini, Ghifary Bimo Aryoseno, Muhammad Shobarin Syakur https://creativecommons.org/licenses/by-sa/4.0
Nahwu Teaching Materials and the Development of Religious Character: Comparing Curriculum Design in Amtsilati and Mulakhkhash
This study examines how the curriculum design of nahwu textbooks in Islamic education shapes students’ religious character, a dimension that has received limited attention in previous textbook comparison research. It analyses and compares the curriculum design of Amtsilati and Mulakhkhash Qawāʾid al-Lughah al-ʿArabiyyah and explores how their design features relate to the development of students’ religiosity. Using a qualitative descriptive–comparative approach, the study conducts document analysis of content materials, particularly learning examples and tables of contents. Data analysis involves selecting relevant text units, coding them according to Tyler’s four curriculum components, comparing the resulting profiles, and interpreting their implications for the intellectual, ritualistic, and consequential dimensions of religiosity based on Glock and Stark’s framework. The findings show that Amtsilati adopts a practical, drill‑based, spiral design that emphasises pattern repetition and accurate reading of kitab kuning, whereas Mulakhkhash employs a conceptual, systematically classified design centred on iʿrāb and syntactic analysis. Both enhance Arabic comprehension but nurture religious character differently: Amtsilati strengthens discipline, consistency, and confidence in worship‑related recitation, while Mulakhkhash fosters careful reasoning and intellectual responsibility. Conceptually, the study proposes a model that links textbook curriculum design to specific dimensions of religious character and offers practical insights for integrating practice‑oriented and concept‑oriented elements in nahwu instruction.
Copyright (c) 2026 Muhamad Saiful Mukminin, Muhammad Habibie Alfath, Eman Ibrahim Mohammed Abubaker, Aqeel Ahmed https://creativecommons.org/licenses/by-sa/4.0
Dominasi AI dalam Pembelajaran Tinggi: Refleksi Kritis terhadap Pembentukan Karakter Mahasiswa
Abstract: The dominance of Artificial Intelligence (AI) in higher education learning is an inevitable consequence of digital transformation, offering efficiency, personalization, and accelerated academic processes. However, the extensive use of AI also poses significant challenges to the formation of students’ character, particularly in terms of academic integrity, independent thinking, learning ethics, and moral responsibility. Although various studies have discussed the effectiveness of AI in improving learning efficiency, studies that integratively link the dominance of AI with the dimensions of character education in higher education are still relatively limited. This article aims to critically examine the implications of AI dominance on character education in higher education and to analyze the roles of lecturers and institutions in maintaining a balance between technological efficiency and humanistic values. This study employs a qualitative approach through a critical literature review of relevant national and international journal articles on AI-based learning and character education. This study uses a qualitative approach through a systematic critical review of reputable national and international journal articles published in the last five years, with a selection process based on thematic relevance and conceptual synthesis analysis. The results of the study indicate that the dominance of AI contributes to increased academic efficiency and access to learning, but simultaneously gives rise to three concrete implications for student character, namely: (1) a shift in learning orientation from reflective to instrumental; (2) the potential erosion of academic integrity due to dependence on generative AI; and (3) the weakening of the dialogic and collaborative dimensions in learning. Abstrak: Dominasi Artificial Intelligence (AI) dalam pembelajaran di perguruan tinggi merupakan konsekuensi logis dari transformasi digital pendidikan yang menawarkan efisiensi, personalisasi, dan percepatan proses akademik. Namun, pemanfaatan AI secara masif juga memunculkan tantangan serius terhadap pembentukan karakter mahasiswa, terutama terkait integritas akademik, kemandirian berpikir, etika belajar, dan tanggung jawab moral. Meskipun berbagai penelitian telah membahas efektivitas AI dalam meningkatkan efisiensi pembelajaran, kajian yang secara integratif menghubungkan dominasi AI dengan dimensi pendidikan karakter di perguruan tinggi masih relatif terbatas. Artikel ini bertujuan untuk mengkaji secara kritis implikasi dominasi AI terhadap pendidikan karakter mahasiswa di perguruan tinggi, serta menelaah peran dosen dan institusi dalam menjaga keseimbangan antara efisiensi teknologi dan nilai-nilai kemanusiaan. Penelitian ini menggunakan pendekatan kualitatif melalui studi literatur kritis terhadap artikel jurnal nasional dan internasional yang relevan dengan pembelajaran berbasis AI dan pendidikan karakter. Penelitian ini menggunakan pendekatan kualitatif melalui sistematika crytikal review terhadap artikel jurnal nasional dan internasional bereputasi yang di publikasikan dalam lima tahun terakhir, dengan proses seleksi berbasis relevansi tematik dan analisis sisntesis konseptual. Hasil kajian menunjukkan bahwa dominasi AI berkontribusi pada peningkatan efisiensi akademik dan akses pembelajaran, namun secara simultan memunculkan tiga implikasi konkret terhadap karakter mahasiswa, yaitu: (1) pergeseran orientasi belajar dari reflektif ke instrumental; (2) potensi erosi integritas akademik akibat ketergantungan pada generative AI; dan (3) melemahnya dimensi dialogis dan kolaboratif dalam pembelajaran.
Copyright (c) 2026 Alex, Ikrima Maulida, Muh Herisman, Habibah Pidi Rohmatu, Rahmat Nur, Ansurlawarlin https://creativecommons.org/licenses/by-sa/4.0
Pemetaan Landscape Miskonsepsi Fisika: A Systematic Review
Abstract: Misconceptions constitute a serious issue in physics education as they hinder students’ conceptual understanding. This study aims to systematically map the distribution of misconception topics, the characteristics of diagnostic instruments, and the effectiveness of misconception-reduction methods based on empirical evidence. A total of 200 articles were retrieved from Scopus, Google Scholar, and ERIC and screened using the PRISMA framework, resulting in 40 eligible studies (2014–2025, empirical research, clearly identified diagnostic instruments, and full-text availability). The selection process involved identification, title–abstract screening, and full-text eligibility assessment to ensure methodological rigor. The findings indicate that three-tier and four-tier diagnostic tests are the most frequently used instruments, while misconceptions are most prevalent in mechanics, followed by electricity and magnetism, waves and optics, and thermodynamics. Multi-tier instruments demonstrate greater effectiveness in revealing students’ conceptual structures compared to conventional tests. This review provides an integrated synthesis map that supports evidence-based diagnostic assessment and remedial strategies in physics education. Abstrak: Miskonsepsi merupakan masalah serius dalam pembelajaran fisika karena menghambat pemahaman konseptual siswa. Penelitian ini bertujuan memetakan secara sistematis distribusi topik miskonsepsi, karakteristik instrumen diagnostik, dan efektivitas metode reduksi berdasarkan bukti empiris. Sebanyak 200 artikel ditelusuri melalui Scopus, Google Scholar, dan ERIC, kemudian diseleksi menggunakan alur PRISMA hingga menghasilkan 40 artikel yang memenuhi kriteria inklusi (2014–2025, penelitian empiris, menggunakan instrumen diagnostik yang teridentifikasi jelas, dan tersedia full text). Proses seleksi dilakukan melalui tahap identifikasi, penyaringan judul–abstrak, serta penilaian kelayakan full text untuk memastikan kualitas metodologis. Hasil menunjukkan bahwa three-tier dan four-tier diagnostic test paling dominan, sementara miskonsepsi terbanyak ditemukan pada mekanika, diikuti listrik magnet, gelombang optika, dan termodinamika. Instrumen multi-tier lebih efektif mengidentifikasi struktur konsepsi siswa dibandingkan tes konvensional. Kajian ini menawarkan peta sintesis terintegrasi yang relevan sebagai dasar pengembangan assessment diagnostik dan strategi remedial berbasis bukti dalam pendidikan fisika.
Copyright (c) 2026 Rindy Puspita Anggrini, Cindy Aulia Phadila, Intan Permatasari, M. Arif Rahman Hakim, Maison, M. Furqon https://creativecommons.org/licenses/by-sa/4.0
Menakar Kemampuan Bernalar Kritis dan Literasi Murid SD: Studi Kasus Tulisan Refleksi Memaknai Cerita Bergambar “Ketangguhan Wisnu”
Abstract: The significant decline in Indonesia's reading literacy scores in the 2022 PISA data, coupled with the challenges of digital disruption for elementary school students, has become a primary urgency for strengthening the School Literacy Movement (GLS). This narrative research aims to: (1) analyze and map the relevance between students' personal experiences and the indicators of critical thinking found in characters; (2) describe the linguistic profiles of the students' writing to observe how they construct ideas of resilience through word choice and language style. The research subjects were selected using a non-probability sampling technique, specifically purposive sampling, based on the criterion of narrative depth. The participants included students from grade 4 at SD Negeri Ngringin (2 students), grade 5 at SD Negeri 1 Jatilawang (9 students), and grade 6 at SD Negeri Sariharjo (2 students). The results indicate that the use of the picture storybook "Ketangguhan Wisnu" effectively improves students' reflective literacy and critical thinking skills through strong connections between personal experiences and resilience indicators, such as self-confidence, emotional regulation, and the persistence to bounce back from failure. Substantively, students were able to construct ideas about resilience well; however, their linguistic profiles revealed that technical writing skills are still dominated by errors that do not comply with PUEBI standards amidst the challenges of digital disruption. Abstrak: Penurunan signifikan capaian literasi membaca Indonesia pada data PISA 2022 serta tantangan disrupsi digital pada murid sekolah dasar menjadi urgensi utama bagi penguatan Gerakan Literasi Sekolah (GLS). Penelitian naratif ini bertujuan: (1) menganalisis dan memetakan keterkaitan (relevansi) antara pengalaman personal murid dengan indikator bernalar kritis yang ada pada tokoh. (2) Mendeskripsikan profil kebahasaan hasil tulisan murid untuk melihat bagaimana mereka mengonstruksi gagasan tentang ketangguhan melalui pilihan kata dan gaya bahasa. Subjek dalam penelitian ini menggunakan teknik non-probability sampling, khususnya purposive sampling. Subjek dipilih berdasarkan kriteria kedalaman narasi. Subjek penelitian melibatkan murid dari kelas 4 SD Negeri Ngringin (2 murid), kelas 5 SD Negeri 1 Jatilawang (9 murid), dan kelas 6 SD Negeri Sariharjo (2 murid). Hasil penelitian menunjukkan bahwa penggunaan buku cerita bergambar “Ketangguhan Wisnu” efektif meningkatkan literasi reflektif dan kemampuan bernalar kritis murid melalui keterkaitan yang kuat antara pengalaman personal dengan indikator resiliensi, seperti keyakinan diri, regulasi emosi, dan kegigihan untuk bangkit dari kegagalan. Secara substantif, murid mampu mengonstruksi gagasan tentang ketangguhan dengan baik; namun, profil kebahasaan hasil tulisan mereka menunjukkan bahwa keterampilan teknis penulisan masih didominasi oleh kesalahan yang belum sesuai dengan kaidah PUEBI di tengah tantangan disrupsi digital.
Copyright (c) 2026 Ignatia Esti Sumarah, Bonifatius Sigit Yuniharto https://creativecommons.org/licenses/by-sa/4.0
Peran Analogi dan Metafora dalam Memahami Konsep Abstrak Fisika Modern: A Systematic Review
Abstract: Modern physics, with its abstract concepts such as those found in quantum mechanics and relativity presents significant cognitive challenges for learners. This systematic review aims to analyze the role of analogical and metaphorical representations in facilitating conceptual understanding of modern physics material. The PRISMA method was used, involving the stages of identification, screening, eligibility, and inclusion of articles obtained from the Scopus, Google Scholar, and ERIC databases within the years 2005–2025. Inclusion criteria included empirical and theoretical articles discussing the use of analogies or metaphors in modern physics learning, available in full text, and written in English or Indonesian, while off-topic and irrelevant articles were excluded. From this process, 40 articles were obtained for analysis. Data analysis was conducted using a thematic approach to identify patterns in research findings and bibliometric analysis to map publication trends. The results indicate that the effectiveness of using analogies and metaphors is measured by the proportion of studies reporting improved conceptual understanding, with the highest values in the topics of Quantum Mechanics (85%) and Cosmology (80%). Abstrak: Fisika modern dengan konsep-konsep abstraknya, seperti dalam mekanika kuantum dan relativitas, menghadirkan tantangan kognitif yang signifikan bagi pembelajar. Tinjauan sistematis ini bertujuan untuk menganalisis peran representasi analogis dan metaforis dalam memfasilitasi pemahaman konseptual pada materi fisika modern. Metode PRISMA digunakan dengan tahapan identifikasi, penyaringan, kelayakan, dan inklusi terhadap artikel yang diperoleh dari database Scopus, Google Scholar, dan ERIC dalam rentang tahun 2005–2025. Kriteria inklusi meliputi artikel empiris dan teoretis yang membahas penggunaan analogi atau metafora dalam pembelajaran fisika modern, tersedia dalam full-text, serta ditulis dalam bahasa Inggris atau Indonesia, sedangkan artikel di luar topik dan tidak relevan dieliminasi. Dari proses tersebut diperoleh 40 artikel yang dianalisis. Analisis data dilakukan melalui pendekatan tematik untuk mengidentifikasi pola temuan penelitian serta analisis bibliometrik untuk memetakan tren publikasi. Hasil kajian menunjukkan bahwa efektivitas penggunaan analogi dan metafora diukur berdasarkan proporsi studi yang melaporkan peningkatan pemahaman konseptual, dengan nilai tertinggi pada topik Mekanika Kuantum (85%) dan Kosmologi (80%).
Copyright (c) 2026 Mey Lani Farisky, Azmi Aufa Ibti Samah, Tamara Nissa Saputri, M. Arif Rahman Hakim https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Model Inquiry Based Learning Terintegrasi STEM Terhadap Keterampilan Proses Sains Siswa SMP
Abstract: Low science process skills among students remain a problem in science education at the junior high school level. This study aims to determine the effect of the integrated STEM Inquiry Based Learning model on students' science process skills. This study uses a quantitative approach with a quasi-experimental design. The research subjects consisted of two classes, namely the experimental class and the control class, each with 27 students. The research instrument was a science process skills test, while data analysis was performed using normality tests, homogeneity tests, t-tests, and N-Gain tests. The results showed that there was a significant difference in science process skills between the experimental class and the control class. The average N-Gain score for the experimental class was 0.65, which is in the moderate category. These results indicate that the application of the integrated STEM Inquiry Based Learning model is effective in improving the science process skills of junior high school students. Abstrak: Rendahnya keterampilan proses sains siswa masih menjadi permasalahan dalam pembelajaran IPA di tingkat SMP. Penelitian ini bertujuan untuk mengetahui pengaruh model Inquiry Based Learning terintegrasi STEM terhadap keterampilan proses sains siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experiment. Subjek penelitian terdiri atas dua kelas, yaitu kelas eksperimen dan kelas kontrol, masing-masing berjumlah 27 siswa. Instrumen penelitian berupa tes keterampilan proses sains, sedangkan analisis data dilakukan menggunakan uji normalitas, uji homogenitas, uji t, dan uji N-Gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan keterampilan proses sains antara kelas eksperimen dan kelas kontrol. Nilai rata-rata N-Gain kelas eksperimen sebesar 0,65 yang termasuk dalam kategori sedang. Hasil ini menunjukkan bahwa penerapan model Inquiry Based Learning terintegrasi STEM efektif dalam meningkatkan keterampilan proses sains siswa SMP.
Copyright (c) 2026 Wihdatu Insanil Hakim, Pramudya Dwi Aristya Putra, Sri Rejeki Dwi Astuti https://creativecommons.org/licenses/by-sa/4.0
Strategi dan Model Blended Learning dalam Pembelajaran Bahasa Arab
Abstract: Learning Arabic in the digital era requires innovation, considering the difficulties of the material faced by students, which can hinder mastery of the Arabic language. One learning model that can address this challenge is blended learning. This learning combines face-to-face and online learning. The purpose of this study is to analyze strategies and models of blended learning in Arabic language learning. This study uses a qualitative approach through a literature review by searching for relevant data sources from various articles. The results of the study show that blended learning in Arabic language learning can enhance a flexible and interactive learning experience. Through the blended learning model and the use of digital platforms, students can access materials independently anytime and anywhere. Abstrak: Pembelajaran bahasa Arab di era digital membutuhkan inovasi, mengingat kesulitan materi yang dihadapi peserta didik sehingga dapat menjadi penghambat dalam penguasaan bahasa Arab. Salah satu model pembelajaran yang dapat mengatasi tantangan tersebut adalah pembelajaran blended learning. Pembelajaran ini menggabungkan pembelajaran tatap muka dan online. Tujuan dari penelitian ini adalah menganalisis strategi dan model blended learning dalam pembelajaran bahasa Arab. Penelitian ini menggunakan pendekatan kualitatif melalui kajian pustaka dengan mencari sumber data yang relevan dari berbagai artikel. Hasil penelitian menunjukkan bahwa blended learning dalam pembelajaran bahasa Arab mampu meningkatkan pengalaman belajar yang fleksibel dan interaktif. Melalui model blended learning dan pemanfaatan platform digital siswa dapat mengakses materi secara mandiri kapan saja dan di mana saja.
Copyright (c) 2026 Fitria Eka Putri Rinjani, Fathul Maujud https://creativecommons.org/licenses/by-sa/4.0
Students’ Collaboration Skills Profile in Case Method Learning: A Cognitive-Behavioristic Perspective
Abstract: The increasing demand for 21st century competencies highlights the importance of collaboration skills in higher education. However, limited studies have examined how integrated cognitive-behavioristic grouping strategies shape specific dimensions of students’ collaboration skills. This study aims to analyze the profile of students’ collaboration skills within a cognitive-behavioristic grouping framework implemented through case-method-based collaborative learning. This research employed a qualitative descriptive approach embedded in a lesson study design involving 30 third-semester students of the Elementary School Teacher Education Program. Data were collected through structured observation sheets, field notes, student worksheets, voice recordings, and documentation to ensure triangulation. Although descriptive statistics were used to calculate percentage distributions, the analysis remained qualitative-descriptive, focusing on interpreting observable collaborative behaviors across five aspects: contribution, time management, problem solving, working with others, and investigation techniques. The findings indicate that the overall collaboration skill level reached 72,83% (collaborative category), with stronger performance in interpersonal aspects than in higher-order investigative competencies. These results suggest that cognitive-behavioristic grouping effectively reinforces cooperative behaviors but requires additional cognitive scaffolding to optimize analytical and inquiry skills. The novelty of this study lies in integrating cognitive and behavioristic dimensions as a structured basis for heterogeneous grouping and in examining collaboration skills across specific measurable aspects. The study contributes theoretically to collaborative learning design by bridging behavioral engagement and cognitive depth, and practically by offering a structured grouping model that supports balanced collaborative development in higher education. Abstrak: Tuntutan kompetensi abad ke-21 menegaskan pentingnya keterampilan kolaborasi dalam pendidikan tinggi. Namun, penelitian yang mengkaji bagaimana strategi pengelompokan berbasis kognitif-behavioristik memengaruhi dimensi spesifik keterampilan kolaborasi masih terbatas. Penelitian ini bertujuan untuk menganalisis profil keterampilan kolaborasi mahasiswa dalam kerangka pengelompokan kognitif-behavioristik yang diimplementasikan melalui pembelajaran kolaboratif berbasis case method. Penelitian ini menggunakan pendekatan kualitatif deskriptif yang terintegrasi dalam desain lesson study dengan melibatkan 30 mahasiswa semester III Program Studi Pendidikan Guru Sekolah Dasar. Data dikumpulkan melalui lembar observasi terstruktur, catatan lapangan, lembar kerja mahasiswa, rekaman suara, dan dokumentasi untuk menjamin triangulasi data. Meskipun statistik deskriptif digunakan untuk menghitung persentase, analisis tetap berorientasi kualitatif dengan fokus pada interpretasi perilaku kolaboratif yang teramati pada lima aspek, yaitu kontribusi, manajemen waktu, pemecahan masalah, bekerja sama, dan teknik investigasi. Hasil penelitian menunjukkan bahwa tingkat keterampilan kolaborasi secara keseluruhan mencapai 72,83% (kategori kolaboratif), dengan kekuatan pada aspek interpersonal dibandingkan aspek investigatif tingkat tinggi. Temuan ini menunjukkan bahwa pengelompokan kognitif-behavioristik efektif memperkuat perilaku kooperatif, namun masih memerlukan scaffolding kognitif untuk mengoptimalkan kemampuan analitis dan inkuiri. Kebaruan penelitian ini terletak pada integrasi dimensi kognitif dan behavioristik sebagai dasar pengelompokan heterogen serta pengukuran keterampilan kolaborasi secara spesifik. Penelitian ini berkontribusi secara teoretis dalam menjembatani dimensi perilaku dan kognitif dalam desain pembelajaran kolaboratif, serta secara praktis menawarkan model pengelompokan yang mendukung pengembangan kolaborasi yang lebih seimbang di pendidikan tinggi.
Copyright (c) 2026 Muhammad Aqmal Nurcahyo, Sujarwo, Bambang Saptono, Yunika Afryaningsih, Dessy Setyowati, Risdiana Andika Fatmawati https://creativecommons.org/licenses/by-sa/4.0
Optimalisasi Penggunaan Artificial Intelegencies (AI) dan Internet of Things (IoT): Peluang Peningkatan Literasi dan Tantangan Plagiarisme
Abstract: The speed of accessing information and the ease of obtaining references create the potential to improve literacy and the potential for increased plagiarism. This study aims at determining efforts to optimize IoT and AI in improving literacy and efforts to prevent plagiarism. The research was library research that analysze various literature sources such as research articles journals and other relevant sourcesbooks, synthesize and formulating conclusion.. The research results indicated that the increasing of literacy and plagiarism is due to easy access to AI and IoT. The human resources capability in using Internet of Things (IoT) and Artificial Intelligence (AI) wisely based on academic integrity principles can potentially improve literacy in Indonesia. Teacher played roles as motivator, facilitator, and classroom manager if utilized wisely by promoting academic integrity. Educators as facilitators must have the ability in the field of technology so that they can detect the level of similarity of students’ work, in addition to create a culture of literacy through increasing interest in reading, training students to think critically, and providing digital literacy competencies. Increasing literacy and preventing plagiarism through optimizing IoT and AI can be successful if there wasis cooperation and support from education stakeholders. Abstrak: Kecepatan mengakses informasi dan kemudahan mendapatkan referensi menciptakan potensi untuk meningkatkan literasi dan tantangan untuk meningkatknya tindakan plagiasi. Penelitian ini bertujuan untuk mengetahui upaya optimalisasi IoT dan AI dalam meningkatkan literasi dan upaya untuk mencegah tindakan plagiasi. Jenis Penelitian yang digunakan adalah studi kepustakaan melalui tahapan mengumpulkan dan yaitu menganalisis dari berbagai sumber kepustakaan seperti artikel jurnal dan buku sumber yang relevan, mensintesis dan menarik kesimpulan lainnya. . Hasil penelitian menunjukkan bahwa peningkatan literasi dan kecenderungan tindakan plagiasi disebabkan kemudahan akses dan penggunaan IoT dan AI. Faktor kemampuan Sumber Daya Manusia dalam menggunakan IoT dan AI secara bijak dapat berpotensi untuk meningkatkan literasi di Indonesia apabila dimanfaatkan secara bijak dengan mengedepankan integritas akademik akan berdampak pada optimalisasi literasi. Pendidik berperan sebagai motivator, fasilitator, pengelola kelas sekaligus advisor harus memiliki kemampuan di bidang teknologi sehingga bisa mendeteksi tingkat kemiripan hasil karya siswa, disamping itu penciptaan budaya literasi di sekolah melalui peningkatan minat baca, melatih siswa berpikir kritis, dan memberikan bekal kompetensi literasi digital. Peningkatan literasi dan pencegahan plagiasi melalui optimalisasi IoT dan AI dapat berhasil jika terdapat kerjasama dan dukungan dari stakeholder pendidikan.
Copyright (c) 2026 Hariyanto, Johan Wahyu Tri Astuti, Kardi https://creativecommons.org/licenses/by-sa/4.0
Penerapan Model Pembelajaran Kooperatip Tipe Visualization Auditory Kinestetik untuk Meningkatkan Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran IPAS
Abstract: This research is motivated by the low critical thinking skills of students in Social Studies (IPS) in grade IV. Initial observations showed that out of 27 students, 17 students had not reached the Learning Mastery Criteria (KKTP). This study aims to improve students' critical thinking skills through the implementation of the Visualization, Auditory, Kinesthetic (VAK) learning model. The research method used is Classroom Action Research (CAR), conducted in two cycles. Data collection was carried out through critical thinking skills test instruments to measure cognitive aspects and student activity observation sheets to monitor student engagement during the learning process. Data analysis techniques were performed quantitatively to calculate the average score and the percentage of classical mastery, and qualitatively through descriptive analysis for observation data. The results showed a significant increase in students' critical thinking skills. In the pre-cycle, the average student score was 65 with a mastery rate of 37%, increasing in Cycle I to 73.33 with 67% mastery, and peaking in Cycle II with an average of 75.18 and 81% mastery. With the achievement of the 80% success indicator, it can be concluded that the VAK learning model is effective in improving students' critical thinking skills in Social Studies. Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa pada mata pelajaran IPS di kelas IV. Hasil observasi awal menunjukkan dari 27 siswa terdapat 17 siswa yang belum mencapai Kriteria Ketuntasan Pembelajaran (KKTP). Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa melalui penerapan model pembelajaran Visualization, Auditory, Kinesthetic (VAK). Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Pengumpulan data dilakukan melalui instrumen tes kemampuan berpikir kritis untuk mengukur aspek kognitif dan lembar observasi aktivitas siswa untuk memantau keterlibatan siswa selama proses pembelajaran. Teknik analisis data dilakukan secara kuantitatif untuk menghitung rata-rata nilai dan persentase ketuntasan klasikal, serta secara kualitatif melalui analisis deskriptif untuk data hasil observasi. Hasil penelitian menunjukkan adanya peningkatan kemampuan berpikir kritis siswa secara signifikan. Pada pra-siklus, rata-rata nilai siswa sebesar 65 dengan ketuntasan 37%, meningkat pada siklus I menjadi 73,33 dengan ketuntasan 67%, dan mencapai puncaknya pada siklus II dengan rata-rata 75,18 serta ketuntasan 81%. Dengan tercapainya indikator keberhasilan sebesar 80%, dapat disimpulkan bahwa model pembelajaran VAK efektif dalam meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran IPS.
Copyright (c) 2026 Firda Siti Hasanah, Anas Salahudin, Ani Yanti Ginanjar https://creativecommons.org/licenses/by-sa/4.0