Jurnal Pendidikan Inklusif

AN ANALYSIS ENGLISH LANGUAGE STUDENTS DIFFICULT IN WRITING POETRY BASED ON PERSONAL EXPERIENCE

Wed, 29 Apr 2026 00:00:00 +0000

This study analyzes the difficulties faced by English language students in writing poetry based on personal experience. Writing poetry is a complex skill that requires linguistic competence, creativity, and the ability to convey emotions and imagery effectively. Using a qualitative research design, data were collected through questionnaires and semi-structured interviews with students of the English Education Department who had prior experience in writing poetry. The study aimed to identify the primary challenges students encounter, the contributing factors, and how these difficulties manifest in their written outputs. The findings reveal that while most students show moderate to high interest in poetry writing, they face significant challenges, including limited vocabulary, insufficient understanding of figurative language and poetic devices, difficulties in organizing poem structure, and cognitive challenges in transforming personal experiences into expressive and artistic forms. Affective factors such as low creative confidence and uncertainty in selecting meaningful personal experiences further exacerbate these difficulties. The study highlights the need for structured instructional support, including explicit teaching of literary devices, guided pre-writing exercises, and opportunities for reflective feedback to enhance students’ poetry writing skills. These insights contribute to understanding the intersection of personal experience and creative writing, offering practical implications for educators, curriculum developers, and researchers seeking to improve poetry instruction in language classrooms.

PENGARUH MODEL PEMBELAJARAN AUDITORY INTELLECTUALLY REPETITION (AIR) BERMUATAN LOCAL ISSUE TERHADAP HASIL BELAJAR SISWA KELAS V SDN 105288 SEI ROTAN

Ovalia Egina Bangun, Imelda Free Unita Manurung — Wed, 29 Apr 2026 00:00:00 +0000

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Auditory Intellectually Repetition (AIR) bermuatan local issue terhadap hasil belajar siswa kelas V di SDN 105288 Sei Rotan. Jenis penelitian ini merupakan penelitian kuasi eksperimen dengan desain Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas V SDN 105288 Sei Rotan, dengan sampel penelitian yang dipilih menggunakan teknik purposive sampling dan terbagi menjadi kelas eksperimen dan kelas kontrol. Instrumen pengumpulan data yang digunakan adalah tes hasil belajar berupa instrumen pre-test dan post-test yang telah diuji validitas dan reliabilitasnya. Hasil analisis data menunjukkan bahwa terdapat perbedaan peningkatan hasil belajar yang signifikan pada kelas eksperimen yang menggunakan model pembelajaran AIR bermuatan local issue dibandingkan dengan kelas kontrol. Pengintegrasian isu lokal ke dalam model AIR terbukti efektif dalam merangsang fokus pendengaran siswa (auditory), mengasah kecerdasan dalam pemecahan masalah nyata (intellectually), serta memperkuat daya ingat melalui pengulangan materi (repetition) yang relevan dengan lingkungan sekitar mereka. Kesimpulan dari penelitian ini adalah terdapat pengaruh yang positif dan signifikan dari penerapan model pembelajaran AIR bermuatan local issue terhadap hasil belajar siswa kelas V SDN 105288 Sei Rotan.

This study aims to determine the effect of the Auditory Intellectually Repetition (AIR) learning model loaded with local issues on the learning outcomes of fifth-grade students at SDN 105288 Sei Rotan. This research is a quasi-experimental study using a Nonequivalent Control Group Design. The population in this study included all fifth-grade students at SDN 105288 Sei Rotan, with the research sample selected through purposive sampling and divided into an experimental class and a control class. The data collection instrument used was a learning outcome test in the form of a pre-test and post-test, which had been tested for validity and reliability. The results of the data analysis showed a significant difference in the improvement of learning outcomes in the experimental class using the AIR learning model loaded with local issues compared to the control class. The integration of local issues into the AIR model proved effective in stimulating students' auditory focus, honing intelligence in real-world problem-solving (intellectually), and strengthening memory through material repetition that is relevant to their surrounding environment. The conclusion of this study is that there is a positive and significant effect of applying the AIR learning model loaded with local issues on the learning outcomes of fifth-grade students at SDN 105288 Sei Rotan.

PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH (PBL) MENGGUNAKAN METODE TEACHING AT THE RIGHT LEVEL (TARL) DALAM PEMBELAJARAN MATEMATIKA UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK KELAS X SMA NEGERI 1 PALU PADA MATERI EKSPONEN

Murni, Sutji Rochamina — Wed, 29 Apr 2026 00:00:00 +0000

Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model Pembelajaran Berbasis Masalah (Problem-Based Learning / PBL) menggunakan metode Teaching at the Right Level (TaRL) dalam meningkatkan hasil belajar matematika siswa kelas X E-7 SMA Negeri 1 Palu pada materi eksponen. Metode penelitian menggunakan Penelitian Tindakan Kelas (PTK) dengan dua siklus yang melibatkan 36 siswa. Instrumen penelitian meliputi tes hasil belajar, lembar observasi aktivitas. Hasil penelitian menunjukkan bahwa penerapan PBL berbasis TaRL mampu meningkatkan kemampuan pemecahan masalah, keaktifan peserta didik, refleksi, dan hasil belajar. Ketuntasan belajar meningkat dari 70 (siklus I), menjadi 88 (siklus II) . Dengan demikian, penerapan PBL menggunakan TaRL efektif meningkatkan hasil belajar matematika siswa, khususnya pada materi eksponen.

This study aims to determine the effectiveness of implementing the Problem Based Learning model (Problem-Based Learning/ PBL) using the methodTeaching at the Right Level(TaRL) in improving mathematics learning outcomes of class X E-7 students of SMA Negeri 1 Palu on exponent material. The research method used Classroom Action Research (CAR) with two cycles involving 36 students. The research instruments included learning outcome tests, activity observation sheets. The results showed that the application of TaRL-based PBL was able to improve problem-solving abilities, student activeness, reflection, and learning outcomes. Learning completeness increased from 70 (cycle I), to 88 (cycle II). Thus, the application of PBL using TaRL effectively improves students' mathematics learning outcomes, especially on exponent material.

ENGLISH EDUCATION STUDENTS ATTITUDES TOWARD ART BASED LEARNING MEDIA IN THE ART AND ETHICS COURSE

Wed, 29 Apr 2026 00:00:00 +0000

This study investigates English Education students’ attitudes toward the use of art-based learning media in the Art and Ethics course. The integration of creative and artistic elements in higher education has been increasingly recognized as an effective approach to enhance student engagement, particularly in courses involving abstract concepts such as ethics. This research is grounded in the Theory of Planned Behavior proposed by Icek Ajzen (1991), which examines attitudes through three main components: attitude toward behavior, subjective norms, and perceived behavioral control. A quantitative descriptive research design was employed, using a survey method to collect data from 20 English Education students at Universitas Negeri Medan. The data were gathered through a structured questionnaire consisting of 10 items measured on a five-point Likert scale. The collected data were analyzed using descriptive statistics by calculating the mean scores for each item. The findings reveal that students generally demonstrate positive attitudes toward the use of art-based learning media, as indicated by all mean scores exceeding 4.00. Students reported that art-based media make the learning process more engaging, improve their understanding of course material, and increase their motivation to participate. Social support from lecturers and peers was also found to influence students’ positive perceptions. However, a small number of students indicated minor challenges related to confidence in engaging with creative tasks. Overall, this study suggests that art-based learning media can create a more interactive and meaningful learning environment in higher education. It is recommended that educators integrate creative approaches while providing sufficient guidance to support all learners.

DEVELOPING ROLE-PLAY BASED WORKSHEETS FOR TEACHING ASKING AND GIVING OPINIONS TO ELEVENTH GRADE STUDENTS

Wed, 29 Apr 2026 00:00:00 +0000

This study aimed to develop role-play-based worksheets for teaching asking and giving opinions to eleventh grade students in order to support their speaking skills through interactive and communicative activities aligned with the Independent Curriculum. This study employed the Research and Development (R&D) method, simplified into four stages: gathering information and data, data analysis, product design, and expert validation. The data were collected through students’ needs analysis questionnaires, classroom observation, and expert validation questionnaires involving fifteen eleventh grade students and one material expert, and were analyzed using percentage and mean formulas. The results showed that students needed structured, interactive, and engaging worksheets that provide dialog examples, useful expressions, and step-by-step guidance for role-play activities. Based on these findings, a worksheet entitled “Speak Up for the Earth: Asking and Giving Opinions Role-Play” was developed using the Communicative Language Teaching (CLT) approach. The validation result showed an average score of 3.63, categorized as good, indicating that the worksheet is appropriate for use with minor revisions and can support students’ speaking skills, especially in expressing opinions, while encouraging active participation and improving their confidence in classroom communication, although further research is still needed to examine its effectiveness in wider classroom implementation.

DAMPAK PSIKOLOGIS PERUNDANGAN TERHADAP SISWA: INTEGRASI PENDIDIKAN PANCASILA UNTUK KETAHANAN MENTAL BERBASIS KEMANUSIAAN

Wed, 29 Apr 2026 00:00:00 +0000

Perundungan merupakan masalah serius di lingkungan pendidikan yang berdampak pada kesehatan psikologis siswa. Artikel ini bertujuan menganalisis dampak psikologis perundungan serta menjelaskan peran Pendidikan Pancasila dalam membangun ketahanan mental berbasis kemanusiaan. Metode yang digunakan adalah studi literatur dengan menelaah buku, jurnal, dan sumber relevan terkait perundungan, kesehatan mental remaja, dan Pendidikan Pancasila. Hasil kajian menunjukkan bahwa perundungan dapat memicu kecemasan, depresi, penurunan harga diri, penarikan diri sosial, dan gangguan regulasi emosi. Integrasi nilai-nilai Pancasila, khususnya sila kedua, dapat menjadi strategi preventif dan edukatif untuk membangun empati, solidaritas, dan lingkungan sekolah yang aman. Dengan demikian, Pendidikan Pancasila berperan penting dalam memperkuat ketahanan mental siswa melalui internalisasi nilai kemanusiaan

Bullying is a serious problem in educational settings that affects students' psychological well-being. This article aims to analyze the psychological impacts of bullying and explain the role of Pancasila Education in building mental resilience based on humanity. The method used is a literature review by examining books, journals, and relevant sources related to bullying, adolescent mental health, and Pancasila Education. The results show that bullying can trigger anxiety, depression, low self-esteem, social withdrawal, and emotional regulation problems. The integration of Pancasila values, especially the second principle, can serve as a preventive and educational strategy to build empathy, solidarity, and a safe school environment. Thus, Pancasila Education plays an important role in strengthening students' mental resilience through the internalization of humanistic values

PROBLEMATIKA SISWA KELAS V DALAM PROSES PEMBELAJARAN DI SDN 58 PALEMBANG: STUDI OBSERVASI LAPANGAN

Wed, 29 Apr 2026 00:00:00 +0000

Penelitian berbasis observasi lapangan ini bertujuan untuk memperoleh gambaran empiris mengenai problematika yang dihadapi siswa kelas V dalam proses pembelajaran di SDN 58 Palembang, serta strategi yang diterapkan guru dalam mengatasinya. Observasi dan wawancara terstruktur dilaksanakan pada Rabu, 12 Februari 2026, dengan subjek penelitian adalah guru kelas V SDN 58 Palembang. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa pengamatan partisipatif, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan terdapat lima problematika utama yang ditemukan di kelas V, yaitu: (1) rendahnya kesadaran siswa dalam menjaga kebersihan kelas, (2) suasana belajar yang kurang kondusif, (3) kesulitan siswa dalam memahami materi akibat dominasi metode ceramah, (4) rendahnya rasa tanggung jawab terhadap fasilitas sekolah, dan (5) kurangnya rasa percaya diri pada sebagian siswa. Dalam menghadapi berbagai permasalahan tersebut, guru menerapkan pendekatan personal, strategi penjelasan berulang dengan bahasa sederhana dan contoh konkret, serta penilaian yang mencakup aspek sikap dan keaktifan. Temuan ini menegaskan pentingnya kolaborasi antara guru, orang tua, dan pihak sekolah dalam menciptakan lingkungan belajar yang kondusif dan mendukung perkembangan optimal siswa.

This field-observation-based study aims to obtain an empirical picture of the problems faced by fifth- grade students in the learning process at SDN 58 Palembang, as well as the strategies applied by teachers to address them. Structured observations and interviews were conducted on Wednesday, February 12, 2026, with the subject being the fifth-grade teacher of SDN 58 Palembang. A qualitative descriptive approach was employed using participatory observation, in-depth interviews, and documentation as data collection techniques. The findings reveal five main problems: (1) low student awareness of classroom cleanliness, (2) a learning environment that is less than conducive, (3) students' difficulties in understanding material due to the dominance of lecture methods, (4) low student responsibility toward school facilities, and (5) insufficient self-confidence in some students. In addressing these issues, the teacher implemented personalized approaches, repeated explanations using simple language and concrete examples, and assessment encompassing attitudinal and active participation aspects. These findings underscore the importance of collaboration among teachers, parents, and school management in creating a conducive learning environment that supports the optimal development of students.

PERPADUAN BUDAYA DALAM ARSITEKTUR ISTANA MAIMUN DI MEDAN

Wed, 29 Apr 2026 00:00:00 +0000

Artikel ini mengkaji Istana Maimun sebagai salah satu bangunan bersejarah yang menjadi ikon Kota Medan sekaligus peninggalan penting Kesultanan Deli. Istana ini dibangun pada masa pemerintahan Sultan Ma'mun Al Rashid Perkasa Alamsyah pada tahun 1888 dan selesai pada tahun 1891. Penelitian ini berfokus pada analisis perpaduan unsur budaya yang tercermin dalam arsitektur Istana Maimun, yang meliputi pengaruh budaya Melayu, India, Timur Tengah, dan Eropa. Metode yang digunakan adalah pendekatan kualitatif dengan studi literatur dan analisis historis. Hasil penelitian menunjukkan bahwa perpaduan berbagai unsur budaya tersebut tidak hanya memperkaya nilai estetika bangunan, tetapi juga mencerminkan dinamika sosial dan interaksi budaya pada masa Kesultanan Deli. Dengan demikian, Istana Maimun memiliki nilai historis dan kultural yang tinggi sebagai representasi akulturasi budaya dalam arsitektur.

This article examines Maimun Palace as a historical building that serves as an icon of Medan City and an important legacy of the Deli Sultanate. The palace was constructed during the reign of Sultan Ma'mun Al Rashid Perkasa Alamsyah in 1888 and completed in 1891. This study focuses on analyzing the cultural fusion reflected in the architecture of Maimun Palace, which includes influences from Malay, Indian, Middle Eastern, and European cultures. The research employs a qualitative approach using literature review and historical analysis. The findings reveal that the integration of these diverse cultural elements not only enhances the aesthetic value of the building but also reflects the social dynamics and cultural interactions during the Deli Sultanate era. Therefore, Maimun Palace holds significant historical and cultural value as a representation of cultural acculturation in architecture.

THE USE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING: ETHICAL ISSUES AND EDUCATIONAL IMPLICATIONS

Wed, 29 Apr 2026 00:00:00 +0000

The use of Artificial Intelligence (AI) marks a significant change in English Language Teaching (ELT), providing tailored learning experiences while also raising important ethical issues. This research seeks to understand how students perceive the role of AI in their English studies, particularly regarding its usefulness, user-friendliness, and potential ethical dangers. Employing a quantitative approach, the information and insights were gathered from a survey conducted with a representative group of 20 English language learners. The data collection involved a closed-format questionnaire based on a Likert scale that ranged from "Strongly Disagree" to "Strongly Agree. " This tool was crafted to apply the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT). Analysis of the data was performed through descriptive statistics, including mean calculations and percentages to summarize the feedback received. The results indicate a strong level of acceptance; students consider AI to be very useful for comprehending course materials (75%), enhancing their English abilities (74%), and speeding up task execution (76%). Additionally, 77% of the students found AI tools easy to use, suggesting minimal technical difficulties. On the other hand, students voiced significant ethical worries, indicating that AI could undermine academic integrity (71%) and contribute to plagiarism (69%). The results of this research imply that although AI can effectively support educational success, it is crucial for educators to integrate it responsibly. Maintaining a balance between technology use and behavioral supervision, along with teacher support, is vital to ensure that AI serves as an aid rather than a replacement for independent critical reasoning.