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All Journal JPM PAMBUDI Laplace : Jurnal Pendidikan Matematika Jurnal Kejaora (Kesehatan Jasmani dan Olahraga) International Journal of Insights for Mathematics Teaching (IJOIMT) PENJAGA : Pendidikan Jasmani dan Olahraga Cakrawala Social Science Academic JPM Pambudi International Journal of Post-Axial: Futuristic Teaching and Learning Journal of Pedagogi Jurnal Ilmiah Matematika Realistik Prismatika: Jurnal Pendidikan dan Riset Matematika
Nopem Kusumaningtyas Sumitro
Universitas Insan Budi Utomo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Decision Sciences, Operations Research & Management Education Energy Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Parental Attention and Self Control among Student Athletes and Non Athletes: A Metacognitive Perspective Purnama Yusti Herasakti Hera; Nopem Kusumaningtyas Sumitro; Ahmad Lani
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1401

Abstract

The ability of self-control is a crucial psychological foundation for elementary school children to face academic and social challenges. This qualitative study using a comparative case study design aims to explore how parental attention affects the formation of self-control in two groups of students with different background activities: student athletes and non-athletes at SDN Sumbersari I Beji. Data were collected through in-depth interviews with 10 informants (parents, students, classroom teachers, and physical education teachers), behavioral observation at school, and disciplinary records analysis. The results showed differences in variable interaction mechanisms. In the group of student athletes, structured physical training and a strict competitive climate act as external reinforcement that accelerates the internalization of self-control, so that parental attention is more oriented toward maintaining emotional stability to prevent burnout. Conversely, in the non-athlete group with a more flexible daily pattern, parental attention—especially through two-way communication and active monitoring—plays an absolute role as the primary regulator in restraining digital distractions. These findings emphasize that the effectiveness of parental attention in shaping children's character highly depends on the structure of daily activities followed by children outside the home.
Exploration of Professional and Pedagogical Competencies of PJOK Teachers Towards the Quality of Physical Education Learning in Elementary Schools Muchammad Hidayaturrochman; Nopem Kusumaningtyas Sumitro; Ahmad Lani
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1452

Abstract

Abstract: This study aims to investigate the professional and teaching competencies of Physical Education, Sports, and Health (PJOK) teachers and their relationship with the quality of physical education learning in Elementary Schools within the framework of the Merdeka Curriculum. A qualitative approach with an interactive case study design was applied in three Elementary Schools in Beji District, Pasuruan Regency. The research subjects consisted of three PJOK teachers selected through purposive sampling (SDN Sumber Sari 1, SDI Azzahra, and SDN Beji 1). Data were collected through classroom and field observations, in-depth structured interviews, and review of portfolio documents. Data analysis techniques utilized the interactive model developed by Miles, Huberman, and Saldana, consisting of three main stages: data reduction, data display, and drawing conclusions. The results showed that the professional competence of PJOK teachers was classified as good, as reflected in their mastery of subject matter substance, variety of teaching methods, and high creativity in modifying limited facilities and infrastructure. Their pedagogical competence was also very strong, evidenced by a deep understanding of students' motor characteristics, systematic differentiated learning planning, and the implementation of process-based authentic evaluation. The main supporting factors included visionary support from the school principal and active involvement in the Physical Education Teacher Working Group (KKGO) forum. Meanwhile, the main inhibiting factors included limited physical sports facilities in peripheral areas and a high teaching workload (managing classes 1 to 6 independently). Overall, the linear integration between professional and pedagogical competence significantly improves the quality of PJOK learning, characterized by high active student participation (85–95%), effective allocation of movement time (70–80%), and the creation of an inclusive, safe, and enjoyable learning atmosphere.
Perhatian Orang Tua dan Kendali Diri Siswa Atlet dan Non Atlet: Perspektif Metakognitif Purnama Yusti Herasakti; Nopem Kusumaningtyas Sumitro; Ahmad Lani
Jurnal Kesehatan Jasmani dan Olahraga (KEJAORA) Vol 11 No 2 (2026): Jurnal Kejaora (Kesehatan Jasmani dan Olah Raga)
Publisher : Prodi Pendidikan Jasmani Kesehatan dan Rekreasi, Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/kejaora.v11i2.9425

Abstract

Penelitian ini bertujuan mengeksplorasi dan membandingkan bentuk perhatian orang tua serta manifestasi kendali diri siswa atlet dan non-atlet di SDN Sumbersari I Beji, kemudian menafsirkannya melalui perspektif regulasi metakognitif. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus komparatif. Sepuluh informan dipilih secara purposif. Data dikumpulkan melalui wawancara mendalam semi-terstruktur, observasi partisipatif pasif, dan analisis dokumen, lalu dianalisis melalui reduksi data, penyajian matriks, serta penarikan dan verifikasi kesimpulan. Hasil menunjukkan dua jalur regulasi kontekstual. Pada siswa atlet, rutinitas klub menyediakan struktur regulasi tambahan sehingga orang tua terutama berperan sebagai fasilitator, penyelaras jadwal, dan penyangga emosional. Pada siswa non-atlet, orang tua lebih dominan sebagai pengatur rutinitas dan pengawas distraksi digital. Perhatian orang tua dan aktivitas terstruktur berpotensi menjadi scaffolding eksternal bagi perencanaan, pemantauan, pengendalian, dan evaluasi diri. Temuan ini merupakan interpretasi konseptual, bukan bukti hubungan kausal atau perbedaan tingkat metakognisi. Perbedaan kelompok juga tidak dapat semata-mata dikaitkan dengan status atlet karena karakteristik demografis, latar belakang keluarga, kualitas pelatihan, dan pengalaman olahraga belum dikontrol.
PJOK Teacher Competencies and Opportunities for Scaffolding Students’ Metacognitive Regulation in Elementary Physical Education Hardiyanto, Yohanes; Sumitro, Nopem Kusumaningtyas; Lani, Ahmad; Saputro, Yulianto Dwi
PENJAGA : Pendidikan Jasmani dan Olahraga Vol. 7 No. 1 (2026): PENJAGA : Pendidikan Jasmani dan Olahraga ( Articel On Progres )
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/pjga.v7i1.1304

Abstract

This study aimed to explore the professional and pedagogical competencies of Physical Education, Sports, and Health (PJOK) teachers, the contextual factors influencing their implementation, and instructional practices that may provide opportunities for scaffolding students’ metacognitive regulation. The study employed a descriptive-exploratory qualitative case study involving three elementary schools in Beji District, Pasuruan Regency, with three purposively selected PJOK teachers. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed through coding, category and theme development, within-case and cross-case analysis, and triangulation. The findings revealed relatively consistent competency patterns in content knowledge, task progression, differentiation, assessment, feedback, and activity adjustment, with variations in implementation influenced by facilities, workload, principal support, and access to professional communities. Diagnostic assessment, task differentiation, tactical problems, movement correction, feedback, and opportunities to revise strategies provided instructional opportunities for planning, monitoring, control, and evaluation. Students’ metacognition was not directly measured; therefore, the findings do not demonstrate an improvement in metacognitive ability but indicate the potential of teachers’ pedagogical practices to support metacognitive regulation across diverse school contexts.
Generative AI Literacy and Students’ Critical Thinking in Higher Education: The Mediating Role of AI-Supported Learning Engagement Nopem Kusumaningtyas Sumitro; Laros Tuhuteru; Nurhayati Jafar
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/00xs4237

Abstract

The pervasive integration of Generative Artificial Intelligence (GenAI) across higher education institutions has fundamentally transformed student knowledge acquisition, cognitive processing, and academic engagement. While conversational AI systems offer dynamic cognitive scaffolding and personalized feedback, uncalibrated reliance threatens to foster cognitive offloading and diminish independent critical inquiry. Grounded in Social Cognitive Theory, the Community of Inquiry (Practical Inquiry Cognitive Presence) framework, and Self-Regulated Learning Theory, this study empirically investigates the structural dynamics connecting Generative AI Literacy to Students’ Critical Thinking, explicitly evaluating the explanatory mediating mechanism of AI-Supported Learning Engagement. Employing an explanatory sequential mixed-methods design, quantitative data were gathered from undergraduate students (N = 115 survey cohort; benchmarked against multi-institutional structural parameters, N = 623) and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), followed by qualitative thematic analysis of student interaction scripts and semi-structured interviews (N = 10). The empirical results demonstrate that Generative AI Literacy significantly and positively predicts both AI-supported learning engagement (β = 0.668, p < 0.001) and critical thinking (β = 0.479, p < 0.001). Furthermore, AI-supported learning engagement exerts a strong direct effect on critical thinking (β = 0.353, p < 0.001) and functions as a statistically significant partial mediator (β = 0.240, p < 0.001). Crucially, qualitative findings illuminate that engagement quality specifically the distinction between mindful engagement (evaluative auditing, prompt refinement, and hypothesis testing) and unreflective engagement (automated output submission) determines whether GenAI acts as a dialectical partner or a cognitive substitute. Mindful engagement enables students to bridge the critical 'Resolution Gap' across inquiry phases. This research establishes that AI literacy serves as an essential epistemic regulator, providing higher education institutions with actionable frameworks for process-oriented assessment, ethical AI integration, and pedagogical design.  
Teachers’ Readiness for Generative AI Integration in Education: The Roles of AI Self-Efficacy, Digital Competence, and Institutional Support Laros Tuhuteru; Nopem Kusumaningtyas Sumitro
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/01ereh15

Abstract

The rapid deployment of Generative Artificial Intelligence (GenAI) technologies across educational institutions has transformed instructional design, assessment, and administrative workflows. However, the successful adoption of GenAI in classrooms depends fundamentally on teacher readiness rather than simple technology availability or physical infrastructure. This article critically synthesizes empirical, psychometric, and theoretical literature to examine how teachers' readiness for GenAI integration is influenced by three core determinants: AI self-efficacy, digital competence (operationalized through AI-TPACK and AI literacy), and institutional support. Methodologically, this synthesis draws upon international studies employing structural equation modeling (PLS-SEM and CB-SEM), machine learning predictive algorithms, fuzzy-set qualitative comparative analysis (fsQCA), and network psychometrics. The synthesis demonstrates that domain-specific GenAI self-efficacy serves as the primary psychological catalyst and strongest direct predictor of pedagogical integration, perceived ease of use, and perceived usefulness, far outperforming general digital competence alone. Digital competence provides the foundational capability system that shapes attitudes and perceived behavioral control. Institutional support functions as a critical structural antecedent and moderator that mitigates occupational demands, fosters self-efficacy, and enables the translation of intention into enacted classroom practice. The paper concludes with actionable recommendations for designing domain-sensitive professional development programs and ethical institutional governance frameworks.
Co-Authors Ahmad Lani Ahmad Lani Ahmad Lani, Ahmad Aldora Dewanggita Badi'atu Sholihah Cholis Sa’dijah Devi Putri Yuliantika Dewi, Riska Mustika Diah Apriliani Rahmatun Dian Fitri Argarini Donna Avianty Dwi Purnomo Dyah Ayu Sulistyaning Cipta Era Dewi Kartika Era Dewi Kartika Francelina Ernia Hardiyanto, Yohanes Izzah, Nadia Adilatul Lailatul Maghfiroh Lailatul Mubarokah Laros Tuhuteru Muchammad Hidayaturrochman Nila Agustin Nugroho, Syifa Alfina Nurhayati Jafar Nurul Hikmah Purnama Yusti Herasakti Purnama Yusti Herasakti Hera Purwaning Budi Lestari, Purwaning Budi Rustanto Rahardi Sari, Maya Novita Siti Napfiah Siti Romaita Sofia Sa’o Sunarko, Wulandari Swasono Rahardjo Vina Oktaria Vita Noviyanti Mulyaningsih Walimatus Sa’dia Wardani, Novia Kusuma Welas Listianingsih Yulianto Dwi Saputro Yunis Sulistyorini Yunis Sulistyorini Yunis Sulistyorini, Yunis