Jurnal Inovasi Pendidikan Dan Pembelajaran

Metode Case-Based Learning Dalam Pendidikan Kedokteran Untuk Meningkatkan Penalaran Klinis, Pengambilan Keputusan, Dan Self-Directed Learning

Ekawati Rini Wulansari — 2026-06-08

Pendidikan kedokteran modern menuntut pendekatan pembelajaran yang tidak hanya berfokus pada penguasaan pengetahuan medis, tetapi juga pada pengembangan kompetensi esensial, seperti penalaran klinis, pengambilan keputusan, dan pembelajaran mandiri. Case-Based Learning (CBL) merupakan salah satu strategi pembelajaran yang memanfaatkan kasus klinis terstruktur untuk menjembatani kesenjangan antara teori dan praktik klinis. Tinjauan literatur ini bertujuan untuk menganalisis peran Case-Based Learning dalam memperkuat penalaran klinis, kemampuan pengambilan keputusan, dan Self-Directed Learning pada mahasiswa kedokteran. Penelusuran literatur dilakukan melalui basis data PubMed, Scopus, dan Google Scholar dengan rentang publikasi tahun 2015–2025 menggunakan kata kunci “Case-Based Learning”, “Medical Education”, “Clinical Reasoning”, “Decision-Making”, dan “Self-Directed Learning”. Artikel yang disertakan meliputi penelitian empiris, tinjauan sistematis, dan literature review yang relevan dengan konteks pendidikan kedokteran. Hasil kajian menunjukkan bahwa CBL berkontribusi dalam meningkatkan penalaran klinis melalui analisis kasus yang terstruktur dan kontekstual, memperkuat kemampuan pengambilan keputusan melalui diskusi berbasis bukti, serta mendukung pembelajaran mandiri dengan mendorong keterlibatan aktif dan refleksi belajar dalam kerangka pembelajaran terpandu. Efektivitas penerapan CBL dipengaruhi oleh kualitas desain kasus, peran fasilitator, dan kesiapan mahasiswa. Dengan demikian, Case-Based Learning merupakan pendekatan pembelajaran yang efektif dan relevan dalam pendidikan kedokteran untuk mendukung pengembangan kompetensi klinis dan kesiapan pembelajar sepanjang hayat.

Perlindungan Hukum Bagi Korban Perundungan Di Lingkungan Pendidikan

Maria Theresia Avila Nia — 2026-06-30

The educational environment should be a safe space to shape the character and morals of students. However, the increase in cases of bullying in schools shows that there is an imbalance in power relations that triggers systematic violence. This research aims to analyze the effectiveness of Indonesian positive law in providing protection for victims of bullying and examine the gap between legal rules and practice in the field. The research method used is juridical-empirical with a document study approach to laws and regulations and analysis of mass media news related to bullying cases in Indonesia for the 2020–2026 period. The research results show a significant increase in cases of violence in educational units and a predominance of male victims. Apart from that, it was found that schools tend to carry out pseudo-mediation in order to maintain their reputation, thereby neglecting the recovery of victims. Handling bullying is still weak in terms of legal implementation and internal supervision. Therefore, a victim-oriented approach is needed, strengthening TPPK, as well as a safe and responsive reporting system

Analisis Kultur Sekolah Dalam Menciptakan Lingkungan Belajar Yang Kondusif Pada 5 Lembaga PAUD Di Kabupaten Ngada

Andi Nafsia — 2026-06-28

This research aims to analyze school culture in creating a conducive learning environment in five PAUD institutions in Ngada Regency. The main focus of the research includes the implementation of the 3S culture (Smile, Greet, Salam), early learning conditioning (morning routine), cleanliness culture, and children's independence. Using descriptive qualitative methods through observations and interviews, this research found significant performance gaps; four institutions showed optimal levels of children's participation and independence (average 85%-95%), while one institution (TKK Wajo) was below standard(41%-60%). In-depth analysis shows that the success of school culture is greatly influenced by the consistency of the teacher's role as a facilitator within the Independent Curriculum framework, as well as the availability of accessible physical facilities. The research results confirm that the transformation of the teacher's role from an instructional model to a learning facilitator is the main key in stimulating children's independence. This article recommends standardizing operational procedures (SOP) for morning routines and strengthening teacher professionalism through training in facilitation techniques to ensure equal distribution of the quality of education services for early childhood across all institutions.

Pembentukan Karakter Anak Usia Dini Melalui Budaya Sekolah

Yuliana Ngewi — 2026-06-28

This study was motivated by the importance of school culture in shaping early
childhood character, while several challenges were still found, including limited facilities
and infrastructure, incosistent student discipline, suboptimal character habituation, and
school enviromental conditions that still require improvement. The purpose of this study
was to analyze the role of school culture in shaping early childhood character in four early
childhood education institutions located in Ngada and Nagekeo Regencies, namely TKK
Negeri Wue, TKK Obor Desa Ladolima, Kober Santo Yoseph Freinnademetz, and TKK
Santo Aloysius Ulubelu. This research employed a descriptive qualitiative approach. Data
were collected through observation, interviews, and documentation. Data analysis was
conducted through data reducation, data display and conclusion drawing, using source and
to enscure data validity. The findings revealed that the scool cultures implemented in the
four institutions inclued the 3S (smile, greeting, and salutation), the use of school uniforms,
cleanliness habits, maintaining clasroom order and clamness, effective use of learning time,
flag ceremonies or other activites promoting national values, and various character
buliding habituation activites. The consistent implementation of these school culture
practices contributed to the development of children’s character, particulary in terms of
discipline, responsibility, cooperation, piolitenss, and enivormental awareness. In addition,
school culture fostered a positive social emotional climated through warm interactions
between teachers and children, routine habituation activites, and teacher’s role modeling
in daily life. Although each institution faced different challenges, school culture remained
an effective means of instilling positive character values in early childhood.

Paradoks Keaktifan Klasial Studi Komparatif Model Pembelajaran Lintas Situs Dan Fenomena Focus Gap Pada Anak Usia Dini

Maria Yunita Dhema — 2026-06-28

behavioral indikator defferences between Class A (passive-dependent) and Class B (extrovert-participatory), while identifying the underlying causes of the "Focus Gap" phenomenon. Data analisis followed the Miles and Huberman model, comprising data condensation, data display, and conclusion drawing/verification, which was subsequently validated through spatial triangulation. The findings reveal that Class A consistently exhibits a well-ordered, teacher-centered pattern characterized by a minimal level of verbal initiative. Conversely, Class B which utilizes an interactive-ezperimental learning model successfully triggers a surge in intrinsic motivation and a This qualitative study employs a multi-site design across three preschools TKK Negeri St. Gabriel Ngabheo, TK Nazareth Were, and TKK Negeri Cinta Damai aiming to map the prosocial character of mutual cooperation (gotong royong). However, Class B encounters a paradox in the form of a "Focus Gap". Verbal engagement in Class B is heavily dominated by Peer-imitation patterns. Only a small fraction of the children manage to maintain an adequate attention span toward visual media, whereas the remainder experience rapid focus degradation driven by the internet egocentrism of the pre-operational developmental stage. This study recommends individual scaffolding strategis to address the passivity in Class A, alongside the rigorous implementation of instructional pacing and listening skill stimulation to effectively regulate children's cognitive attention in Class B.