PUSTAKA DIDAKTIS: JURNAL MEDIA DAN MODEL PEMBELAJARAN

Enhancing Arabic Vocabulary Skills: The Innovative Application of the Picture and Word Association Method in Private Classes

Hanifah Amani — 2025-08-01

Vocabulary mastery, including Arabic, is an essential component in language learning. The Picture and Word Association method is an innovative approach to strengthen vocabulary acquisition by connecting words with visual representations. This study explores implementing this method in Arabic vocabulary learning in a private classroom through Classroom Action Research with three cycles based on the Kemmis and McTaggart model. The results showed consistent improvement in students' vocabulary acquisition, with the mean post-test score increasing from 45 in the pre-test to 85 in the final cycle. The use of pictures improved students' recall, motivation, and active participation while providing contextual application to the vocabulary learned. This study highlights the effectiveness of the Picture and Word Association method as a dynamic strategy to improve vocabulary acquisition, especially in one-to-one learning.

Development of Problem-Based Physics Learning Tools: Evaluation of Validity and Practicality

Rabiatul Hasanah — 2025-08-01

This research aims to develop a valid and practical problem-based learning tool for the Independent Curriculum in Physics. The type of research used is Research and Development (R&D) with a 4D development design, consisting of the stages: define, design, develop, and disseminate. The development stage includes creating the learning tool, validation, and practicality testing. Three validators conducted validation testing to assess the learning tool. Practicality testing was carried out to obtain responses from students and teachers and evaluate the learning process's feasibility. The study involved 18 students from class XI Science 1 at a school in the Pringgabaya district as trial subjects. Data collection techniques included validation questionnaires, teacher responses, student responses, and learning feasibility sheets. Data analysis was performed using Aiken's V validity index. The validation test results showed that the learning tool had an average validation score in the "very valid" category, with a validity index > 0.8. The practicality test results included an average student response of 96.39% in the "practical" category, a teacher response of 92.95% in the "practical" category, and the feasibility of the learning process had an average percentage of 88.88% across three learning activities. Therefore, it can be concluded that the problem-based Physics learning tool is valid and practical.

Evaluation of Content and Construct Validity of Learning Tools Based on Culturally Responsive Transformative Teaching Model with Socioscientific Issues Approach

Ahmad Aris Arifin — 2025-08-01

This study aims to evaluate the content and construct validity of learning tools based on the Culturally Responsive Transformative Teaching model with a Socioscientific Issues approach. The research method used is Research and Development (R&D) with a 4D development design consisting of the define, design, develop and disseminate stages. The development stage is limited to validity testing by six expert validators to assess the learning tools, including the ATP, teaching module, e-module, student worksheets (LKPD), scientific argumentation skills test instrument, and scientific attitude questionnaire. The validity testing at this stage consists of content and construct validity. Data collection techniques involve validation questionnaire sheets. Data analysis techniques use Aiken's V validity index, and reliability testing uses the Percentage of Agreement method. Based on the results of content validity and construct validity tests, the learning tools based on the Culturally Responsive Transformative Teaching model with a Socioscientific Issues approach are categorized as highly valid, as the validity index is greater than 0.8. The reliability test results using the Percentage of Agreement method indicate that the inter-validator agreement percentage is reliable, as the agreement percentage exceeds 75% for all components of the learning tools, including the ATP, Teaching Module, E-Module, Student Worksheets (LKPD), Argumentation Test Instrument, and Scientific Attitude Questionnaire.

The Relationship Between Motivation and the Cognitive Learning Outcomes of Class X Students at SMA Hidayatun Najah Proppo Pamekasan

Salaman Salaman — 2025-08-01

One of the factors that can influence students' learning outcomes is learning motivation. Learning motivation is a psychological factor that is non-intellectual, playing a significant role in fostering interest and enthusiasm for learning, thereby enabling the learner to achieve the desired goals. This factor is influenced by a strong internal drive within the students, which can enhance their enthusiasm for the learning process. In other words, the higher the students' learning motivation, the higher their learning outcomes will be. Conversely, the lower the students' motivation, the lower their learning outcomes will be. The objective of this research is to determine the relationship between students' learning motivation and their biology learning outcomes concerning the core material of Ecosystems in Class X at SMA Hidayatun Najah Proppo Pamekasan. This study employs a correlational design with simple regression analysis techniques. The sample used consists of students from Class X IPA, and the data obtained were analyzed using the Jamovi 1.6.23 program. Based on the research findings, it is evident that there is a significant positive relationship between learning motivation and students' learning outcomes in Class X at SMA Hidayatun Najah Proppo Pamekasan, with the contribution of motivation to learning outcomes being 18.2%. The regression model indicates that an increase in learning motivation is directly proportional to an increase in learning outcomes, as reflected in the regression equation (Y = 53.041 + 0.304X). Although the contribution of motivation is not entirely dominant, it underscores that motivation is an important factor influencing learning outcomes, while the remaining 81.8% is influenced by other variables not examined in this study. Furthermore, the implementation of the guided inquiry learning model has proven effective in enhancing learning motivation, which, in turn, contributes to achieving better learning outcomes.

Effect of the STAD Cooperative Learning Model on Collaboration Skills and Learning Outcomes of Class X Students at MA Miftahul Ulum Bettet Pamekasan

Jamilatul Mahmudah — 2025-08-01

The issue faced at MA Miftahul Ulum Bettet Pamekasan is the low learning outcomes of students, which are attributed to a lack of interest and motivation to learn, minimal engagement in the learning process, and the absence of appropriate learning models that meet students' needs. Furthermore, interactions among students in the classroom tend to be individualistic, necessitating a learning model that can address these challenges, specifically the STAD (Student Teams-Achievement Divisions) cooperative learning model. This research aims to examine the effect of the STAD cooperative learning model on students' collaboration skills and learning outcomes. The research method is quantitative with a pre-experimental design, specifically a Posttest-Only Control Design. The sample selected consists of classes X IPA F and X IPA G, chosen through random sampling techniques. The results of the Mann-Whitney test indicate a significant difference in the mean collaboration scores, with a mean value of 3.00 (CI95=[1.0:5.0]). The applied learning model demonstrates a significant difference between the mean collaboration scores of the control and experimental classes (U(48)=162; P=0.003; Rpb=0.483). Similarly, concerning learning outcomes, there is a significant difference based on the mean score of 26 (CI95=[24.0:28.0]), indicating a significant difference between the means of the control and experimental classes (U(48)=0.00; P=0.001; Rpb=1.00). Based on these data, it can be concluded that the STAD cooperative learning model positively affects students' collaboration skills and learning outcomes.