cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
I Ketut Sudarsana
Contact Email
jayapanguspress@gmail.com
Phone
+6287823334582
Journal Mail Official
cetta.jurnalilmupendidikan@gmail.com
Editorial Address
Jalan Antasura Gang Dewi Madri I Blok A / 3, Peguyangan Kangin, Kec. Denpasar Utara, Kota Denpasar, Bali 80115
Location
Kota denpasar,
Bali
INDONESIA
Cetta: Jurnal Ilmu Pendidikan
Published by Jayapangus Press
ISSN : -     EISSN : 26150891     DOI : -
Core Subject : Education,
Education
Cetta: Jurnal Ilmu Pendidikan is an scientific journal published by Jayapangus Press, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learner’s and teacher’s development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 661 Documents
 62   63   64   65   66 
Sintesis Model Pembelajaran Discovery Learning Dalam Meningkatkan Hasil Belajar PKn Siswa: Tinjauan Literatur Sistematis Luh Putu Yudha Budiarti; Dewa Bagus Sanjaya; I Nengah Suastika
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5507

Abstract

Civics education in elementary schools continues to face the problem of low student learning outcomes due to the dominance of conventional, teacher-centered learning methods. This study aims to synthesize scientific findings regarding the contribution of the Discovery Learning model toward student Civics learning outcomes. The method used was a Systematic Literature Review (SLR) guided by the PRISMA protocol utilizing Google Scholar, Semantic Scholar, and Scopus databases. The inclusion criteria specified empirical research articles (Classroom Action Research, experimental, qualitative) published between 2019 and 2026 that measured Civics learning outcomes, resulting in 15 selected articles for analysis. Data were analyzed using a qualitative descriptive approach through the stages of data reduction, data presentation, and conclusion drawing. The primary synthesis results indicate that this model consistently enhances cognitive achievements, with classical completion targets exceeding 85% through independent discovery syntax, while simultaneously strengthening affective competencies such as rights-and-obligations awareness and cooperation character. The novelty of this study lies in its comprehensive mapping that integrates cognitive and affective domains in Civics, alongside identifying guided discovery strategies as a solution to time-constraint challenges in the classroom. In conclusion, this literature synthesis confirms that the Discovery Learning model is highly contributive as an alternative, innovative learning model for building independence and improving the quality of Civics learning outcomes in elementary schools.
Efektivitas Model Pembelajaran Panca Pramana dalam Meningkatkan Motivasi dan Hasil Belajar Pendidikan Agama Hindu dan Budi Pekerti Siswa SMP I Ketut Agus Aryawan Adi Saputra; Made Redana; Ni Made Anggreni
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5511

Abstract

This study was motivated by findings that students’ learning motivation and learning outcomes in the subjects of Hindu Religious Education and Character Education at SMP TP 45 Denpasar were still suboptimal due to teaching that tended to be teacher-centered. This study aims to analyze the effectiveness of the Panca Pramana Learning Model. The novelty of this study lies in testing the model’s impact on learning motivation and learning outcomes. The study employed a quantitative approach using a True Experimental Design, specifically a Posttest-Only Control Group Design. The sample consisted of 25 students selected via simple random sampling, comprising 11 students in the experimental class and 14 students in the control class. Data were collected through a learning motivation questionnaire and an achievement test. Data analysis was conducted using descriptive statistics, the Independent Samples t-Test, and MANOVA. The results of the study indicate that the Panca Pramana Learning Model has a significant effect on students’ learning motivation (t = 5.168; p < 0.05), with an explanatory power of 53.7% (R² = 0.537). This model also had a significant effect on learning outcomes in the cognitive (R² = 0.510), affective (R² = 0.651), and psychomotor (R² = 0.265) domains, with all significance levels at p < 0.05. The MANOVA results indicate a significant simultaneous effect on students’ learning motivation and learning outcomes (Wilks’ Lambda = 0.187; p < 0.001). Thus, the Panca Pramana Learning Model effectively enhances students’ motivation and learning outcomes holistically.
Pengaruh Model Pembelajaran Snowball Throwing dan Talking Stick Terhadap Hasil Belajar Pendidikan Agama Hindu dan Budi Pekerti Siswa SMK A.A. Alit Putra Baskara; I Made Wiguna Yasa; I Made Arsa Wiguna
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5517

Abstract

The low learning outcomes in Hindu Religious Education and Character Education indicate the need for learning models that actively engage students in the learning process. This study aimed to analyze the effect of the Snowball Throwing and Talking Stick learning models on the learning outcomes of Grade X students at SMK Prshanti Nilayam. This study employed a quantitative approach using a quasi-experimental design. The sample consisted of 80 students, including 25 students in the Snowball Throwing class, 26 students in the Talking Stick class, and 29 students in the control class. Data were collected through a learning achievement test that had met validity and reliability requirements and were analyzed using descriptive and inferential statistics. The results showed that the mean score of the Snowball Throwing class increased from 60.44 (pretest) to 76.12 (posttest), while the Talking Stick class increased from 60.27 to 75.42. The control class increased from 49.93 to 64.93. One-Way ANOVA revealed a significance value of p < 0.001 (F = 14.457), indicating that the implementation of Snowball Throwing and Talking Stick learning models affected students’ learning outcomes. The LSD post hoc test further showed that both experimental classes achieved higher learning outcomes than the control class. Therefore, Snowball Throwing and Talking Stick can be considered effective alternative learning models for improving learning outcomes in Hindu Religious Education and Character Education.
Pengembangan E-Modul Fisika Berbasis Problem-Based Collaborative Learning Untuk Meningkatkan Sikap Ilmiah dan Prestasi Belajar Siswa I N. Widya Artha; I Gde Wawan Sudatha; I Kadek Suartama; I Made Tegeh; I Wayan Sukra Warpala
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5519

Abstract

This study aimed to develop a PBCL-based CoLearn Physics E-Module integrated with PhET simulation on Projectile Motion and to evaluate its validity, practicality, and effectiveness in improving students’ scientific attitudes and learning achievement. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The participants included two subject matter experts, two instructional media experts, two instructional design experts, two physics teachers, and 36 eleventh-grade students of SMAK Harapan. Data were collected using validation sheets, practicality questionnaires, scientific attitude questionnaires, and learning achievement tests. Product effectiveness was examined using a one-group pretest-posttest design and analyzed through paired sample t-test, N-gain, and Cohen’s d. The results indicated that the developed E-Module achieved a very good category based on expert validation, with scores of 81% from subject matter experts, 92% from instructional media experts, and 94% from instructional design experts. The practicality test showed that the E-Module was categorized as highly practical based on teacher assessment (90.00%), individual trials (86.00%), small-group trials (87.80%), and large-group trials (88.72%). The paired sample t-test revealed significant differences between pretest and posttest scores in scientific attitudes (t(35) = -18.260; p < 0.001) and learning achievement (t(35) = -10.051; p < 0.001). The N-gain values were in the moderate category for scientific attitudes (0.33) and learning achievement (0.51), while Cohen’s d indicated large effect sizes for scientific attitudes (1.15) and learning achievement (2.46). Therefore, the PBCL-based CoLearn Physics E-Module integrated with PhET simulation is considered valid, highly practical, and effective for supporting physics learning on Projectile Motion.
Analisis Kebijakan Kurikulum Merdeka Di Sekolah Dasar: Systematic Literature Review Dian Margaretha; Masbirorotni Masbirorotni; Eddy Haryanto
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5394

Abstract

This study aims to analyze the concepts and policy directions of the Merdeka Curriculum at the elementary school level; identify opportunities it offers for the development of basic education; map out the challenges of its implementation; and formulate effective strategies to support its optimal implementation. The study employs a Systematic Literature Review approach. The findings indicate that the Merdeka Curriculum offers significant opportunities, including greater autonomy for teachers in designing instructional materials, strengthening the Pancasila Student Profile through project-based learning, and the application of a deep learning approach. However, its implementation faces substantial challenges, namely low levels of teacher readiness in terms of psychological preparedness, knowledge, and behavior; disparities in digital infrastructure, particularly in remote areas; uneven dissemination of the policy; and slow bureaucratic responses at the local government level. Overall, the study’s findings indicate that the success of the curriculum is not solely determined by regulatory design but depends on the alignment between consistent government policies, educator competencies, and a supportive educational ecosystem. Recommended strategies include intensive and sustained professional development for teachers, equitable infrastructure distribution in underdeveloped areas, and active and innovative leadership from school principals.
Pengaruh Supervisi Akademik, Pengembangan Keprofesian Berkelanjutan, dan Motivasi Kerja Terhadap Kompetensi Pedagogik Guru Eti Yenik; Bunyamin Bunyamin; Muhammad Prayito
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5495

Abstract

Teacher pedagogical competence is one of the key factors in determining the quality of learning and educational success. Teachers with strong pedagogical competence are able to effectively plan, implement, and evaluate learning activities in accordance with students’ characteristics and needs. However, teacher pedagogical competence is influenced by various factors, including academic supervision, continuous professional development, and work motivation. These three factors play a strategic role in supporting the improvement of teacher performance and the achievement of educational goals. This study aimed to analyze the effects of academic supervision, continuous professional development, and work motivation on the pedagogical competence of public elementary school teachers in East Ungaran District, Semarang Regency, both partially and simultaneously. The study employed a quantitative approach with a descriptive correlational design. The population consisted of 277 public elementary school teachers, with a sample of 164 teachers determined using the Slovin formula and selected through proportional random sampling. Data were collected using questionnaires and analyzed through simple linear regression and multiple linear regression techniques. The results revealed that academic supervision had a positive and significant effect on teachers’ pedagogical competence, contributing 34.6%. Continuous professional development also had a positive and significant effect, contributing 31.6%. Work motivation showed a positive and significant effect with a contribution of 52.5%, making it the variable with the greatest contribution to teachers’ pedagogical competence. Simultaneously, academic supervision, continuous professional development, and work motivation had a positive and significant effect on teachers’ pedagogical competence, contributing 63.1%. The findings indicate that improving teachers’ pedagogical competence can be achieved through the optimization of academic supervision, the strengthening of continuous professional development, and the enhancement of teacher work motivation in an integrated manner.
Peran Pembelajaran PKn Dalam Membentuk Kesadaran Sosial Sejak Dini Pada Siswa Sekolah Dasar Anak Agung Sagung Dewi Cahya Ningrat; Dewa Bagus Sanjaya; I Nengah Suastika
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5508

Abstract

Elementary Civic Education (PKn) remains memorization-oriented, limiting its impact on students' social behavior. This study analyzes PKn's role in fostering social awareness and identifies supporting and inhibiting factors. A qualitative case study was conducted at three schools in Bali (SD Negeri 17 Dauh Puri, SD Negeri 1 Sibang, SD Negeri 2 Kerambitan). Eighteen informants (3 teachers, 12 grades IV-VI students, 3 principals) were selected through purposive sampling. Data were collected via participatory observation, in-depth interviews, and documentation, then analyzed using data reduction, display, and thematic conclusion. Findings indicate that participatory, contextual, and experience-based PKn learning effectively instills discipline, responsibility, tolerance, mutual cooperation, and social concern. The main contribution is the Tripartite Social Capital Model, integrating cognitive, participatory, and affective-cultural social capital as a pedagogical framework. The novelty lies in combining CTL, procedural democracy, and school culture into one unified framework, unlike previous studies that addressed them separately. This model enriches character education through habituation and experiential learning while supporting the Profil Pelajar Pancasila (mutual cooperation, global diversity, independence). Key supporting factors include teachers as role models, active methods, supportive school culture, and parental involvement. Inhibiting factors include negative digital media influence, memorization-based learning, inconsistent home values, and limited media. PKn effectiveness requires adaptive, collaborative, and sustainable approaches through synergy among schools, families, and the social environment.
Rancang Bangun E-LKPD Berbasis Problem Based Learning Terintegrasi Nilai Tri Kaya Parisudha Pada Jenjang Sekolah Dasar Putu Triska Prateja; Ni Nyoman Kurnia Wati; Ni Putu Candra Prastya Dewi
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5521

Abstract

Learning motivation and cognitive achievement among Grade IV IPAS students at SD N 3 Kayuputih Melaka have declined, characterized by teacher-centered instruction, a lack of local culture based digital teaching materials, and a downward trend in formative scores with the average dropping from 77.2 to 69.3 and the proportion of students scoring below the minimum mastery threshold (KKTP) surging from 30% to 55%. This study aimed to design, develop, and evaluate an electronic student worksheet (E-LKPD) based on Problem Based Learning (PBL) and infused with Tri Kaya Parisudha (TKP) values ​​for Grade IV IPAS instruction. The study employed a Research and Development (R&D) approach using the ADDIE model, involving three expert validators, one teacher, six students in a small-group trial, and thirty students in a field trial; data were analyzed using descriptive statistics, the normalized N-Gain index, and a paired t-test. Validation results showed an average score of 89.45% (categorized as "highly valid"), covering three dimensions: content-pedagogical depth (90.63%), media-interface quality (90.22%), and linguistic readability (87.50%). Practicality achieved an average of 94.54% (categorized as "highly practical"), with consistent results across teacher feedback (95.00%), the small-group trial (95.83%), and the field trial (92.78%). Regarding effectiveness, the average pre-test score of 52.17 rose to 86.33 in the post-test, yielding a normalized N-Gain index of 0.71 (high category); 60% of students fell into the high category and 40% into the medium category, with none in the low category; classical mastery reached 93.33%, exceeding the 80% threshold; and the paired t-test yielded t(29) = 24.37 (p < 0.001) with a Cohen’s d of 3.63, indicating a very large effect size. The PBL-based E-LKPD incorporating *Tri Kaya Parisudha (TKP) values ​​has been proven valid, practical, and effective in improving learning outcomes in Natural and Social Sciences (IPAS) for fourth-grade elementary students, and is worthy of recommendation as an innovative teaching material for primary schools with similar characteristics.
Analisis Kebutuhan Pengembangan Media Ular Tangga Berbasis Etnomatematika Rumah Adat Bali Pada Materi Geometri dan Pengukuran Siswa Kelas V SD Gusti Ketut Dewi Srimartini; I Putu Suardipa; I Komang Wahyu Wiguna
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5538

Abstract

This study aimed to analyze the need for developing a snakes and ladders learning media based on the ethnomathematics of Balinese traditional houses in mathematics learning, particularly on geometry and measurement topics for fifth-grade elementary school students. The study employed a quantitative descriptive approach as part of the define stage of the 4D development model. The participants consisted of one classroom teacher and 20 fifth-grade students. Data were collected through observations and needs assessment questionnaires administered to both teachers and students and were analyzed descriptively using percentage techniques. The findings revealed that mathematics learning media were still limited to textbooks, worksheets, and simple instructional aids, while some students continued to experience difficulties in understanding geometry concepts. Both teachers and students expressed the need for more interactive, engaging, and contextual learning media. Furthermore, positive responses were shown toward the development of snakes and ladders learning media based on the ethnomathematics of Balinese traditional houses, as it was considered capable of integrating mathematics learning with local cultural values. These findings indicate that such learning media have the potential to be developed as an alternative mathematics learning resource that is appropriate for the characteristics of elementary school students.
Pengaruh Problem-Based Flipped Learning Terhadap Berpikir Kritis dan Kreatif Siswa Dalam Pembelajaran PAI Mohamad Irsan Hadi; I Komang Sudarma; I Kadek Suartama; Ni Nyoman Parwati; I Made Tegeh
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5543

Abstract

The 21st century demands students to develop critical and creative thinking skills, yet Islamic Religious Education (PAI) learning in schools still tends to be teacher-centered. This quasi-experimental research with a pretest-posttest non-equivalent control group design aimed to examine the simultaneous and partial effects of the Problem-Based Flipped Learning(PBFL) model on students' critical and creative thinking skills compared to the Direct Instruction model. The study involved 64 eighth-grade students at SMP IT Al Hasaniyah NW Jenggik, selected through group random sampling. Data were collected using valid essay tests and analyzed using Multivariate Analysis of Covariance (MANCOVA) by controlling for students' initial abilities (pretest). The multivariate results indicated that the PBFL model had a significant simultaneous effect on students' critical and creative thinking skills (p < 0.001). The partial eta squared effect size fell into the very large category, proving the model's dominant practical effectiveness. Partially, the PBFL model also exerted a significant and strong effect on both critical thinking (p < 0.001) and creative thinking skills (p < 0.001). This superiority was evident in students' sharp analysis from elementary clarification to strategic levels, alongside fluency in designing original theological solutions. In conclusion, integrating technology-assisted pre-class self-directed learning and authentic problem-solving within the PBFL model successfully accelerates students' higher-order thinking skills (HOTS) in PAI subjects.

Page 64 of 67 | Total Record : 661

 62   63   64   65   66 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9 No 3 (2026) Vol 9 No 2 (2026) Vol 9 No 1 (2026) Vol 8 No 4 (2025) Vol 8 No 3 (2025) Vol 8 No 2 (2025) Vol 8 No 1 (2025) Vol 7 No 4 (2024) Vol 7 No 3 (2024) Vol 7 No 2 (2024) Vol 7 No 1 (2024) Vol 6 No 4 (2023) Vol 6 No 3 (2023) Vol 6 No 2 (2023) Vol 6 No 1 (2023) Vol 5 No 4 (2022) Vol 5 No 3 (2022) Vol 5 No 2 (2022) Vol 5 No 1 (2022) Vol 4 No 4 (2021) Vol 4 No 3 (2021) Vol 4 No 2 (2021) Vol 4 No 1 (2021) Vol 3 No 3 (2020) Vol 3 No 2 (2020) Vol 3 No 1 (2020) Vol 2 No 3 (2019) Vol 2 No 2 (2019) Vol 2 No 1 (2019) Vol 1 No 3 (2018) Vol 1 No 2 (2018) Vol 1 No 1 (2018) More Issue