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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 667 Documents
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Analisis Evaluatif Berbasis Dokumen Gerakan Tujuh Kebiasaan Anak Indonesia Hebat Jenjang SMP Dengan Model CIPP I Nyoman Haryantara; Fifi Lesley Florence Pogoh; Mohammad Munir; I Wayan Sukra Warpala; I Kadek Suartama
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.v9i3.5647

Abstract

The Seven Habits of Great Indonesian Children Movement (Gerakan Tujuh Kebiasaan Anak Indonesia Hebat) is a national character-strengthening program based on daily habituation at the junior high school (Sekolah Menengah Pertama/SMP) level. This study aims to analyze the program's design logic and implementation readiness using the Context, Input, Process, and Product (CIPP) model. This qualitative documentary evaluation study analyzed secondary data consisting of 3 official ministry guideline documents (published in 2025) and 15 empirical literature articles (2020–2025) selected based on relevance criteria regarding character education, child health, and program evaluation. Data were analyzed using content analysis by matching document substances against the eligibility criteria of each CIPP component. The evaluation results at the document level indicate: (1) Context: the program design demonstrates high relevance in addressing character decline, health issues, and digital distractions among SMP students; (2) Input: policy documents adequately include guides for teachers and parents, yet lack operational monitoring instrument criteria; (3) Process: the planned implementation mechanism is theoretically sound, but risks becoming ceremonial without integration into school culture; and (4) Product: success criteria in the design documents are feasible to be developed into longitudinal behavioral indicators. The study concludes that the program design is conceptually viable and ready for implementation at the SMP level, provided that its sustainability relies on measurable operational monitoring tools.
Pengaruh Model Project Based Learning (PjBL) Bermuatan SDGs Terhadap Kemampuan Pemecahan Masalah Siswa Pada Materi Perubahan Iklim Dicky Armanda; Kartika Manalu
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5578

Abstract

This study aims to determine the effect of the Project Based Learning (PjBL) model containing Sustainable Development Goals (SDGs) on students' problem-solving abilities in climate change material. The main problem of this study is the low ability of students to plan and evaluate solutions to environmental problems, due to the dominance of conventional approaches in the classroom. The method used is a quasi-experimental with Pretest-Postest Control Group Design for class X students of MAN 2 Deli Serdang. Data on problem-solving abilities were collected through essay tests based on Polya indicators and analyzed using the One-Way Anova test. The results showed that there was a significant difference between the experimental class and the control class (F count 108.280; Sig. <0.001). Students in the experimental class who implemented PjBL containing SDGs achieved significantly higher achievements in all problem-solving indicators than the control class, especially in the stages of planning solutions, implementing plans, and reviewing results. This proves that the SDGs-based PjBL model does not only function as a method variation, but is a transformative pedagogical intervention that effectively bridges the gap between academic theory and students' practical skills in synthesizing climate change mitigation solutions in a concrete and logical manner.
Language Attitudes and Classroom Language Performance of an Indonesian-Filipino Student in an Indonesian Elementary School Bella Oktariana; Luh Putu Artini; Ni Luh Putu Sri Adnyani
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5639

Abstract

The existence of bilingualism in formal education requires students to develop a deeper understanding of language attitudes and the process of linguistic adaptation. This study aims to explore language attitudes, linguistic adaptation, and bilingual language performance among students from mixed Indonesian-Filipino families within the context of Indonesian education. This research employs a qualitative approach, with data collected through in-depth interviews, direct observations, reflective anecdotal notes, and document analysis of student learning outcomes. The validity of the data is ensured through source and technique triangulation. The collected data were analyzed using the Miles and Huberman model, namely data reduction, data display, and conclusion drawing. The results of the study found that students demonstrated positive attitudes toward both languages, which were influenced by the intensity of language exposure, affective factors, linguistic competence, learning environment, instructional support, and personal learning preferences. Regarding academic achievement in the classroom, students’ reading ability was stronger than their speaking ability, with English proficiency consistently more dominant and higher than Indonesian language proficiency. The main challenges affecting effective language use in the classroom include affective barriers, vocabulary limitations, communication difficulties, and the need for scaffolding in spontaneous communication. In conclusion, multicultural backgrounds contribute to strong English language preferences due to dominant exposure, while the development of Indonesian language proficiency is constrained by vocabulary limitations and confidence-related challenges. Therefore, students need adaptive instructional support, an inclusive affective approach, and interactive learning stimulation to strengthen their speaking confidence and expand their mastery of Indonesian vocabulary.
Pemanfaatan Virtual Reality Sebagai Media Pembelajaran Informatika SMP Untuk Mendukung Motivasi dan Berpikir Kritis I Nyoman Haryantara; Ketut Agustini; I Gde Wawan Sudatha; I Kadek Suartama
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5662

Abstract

Virtual Reality (VR) is increasingly used in education to represent abstract, procedural, and dynamic concepts, yet evidence concerning its relevance to junior high school Informatics remains fragmented across subjects, learner levels, devices, research designs, and instruments. This study aimed to synthesize the potential contribution of VR to learning motivation and critical thinking, identify pedagogical and implementation factors, and map research gaps for Informatics learning. A Systematic Literature Review following PRISMA 2020 examined Google Scholar, ERIC, Scopus, and IEEE Xplore on 5–10 May 2026. Twenty-five peer-reviewed journal articles published in 2014–2025 met the criteria and were analyzed through thematic coding. Categories could overlap because one article addressed several themes. Sixteen articles examined motivation-related constructs, five directly addressed critical thinking, eight discussed related constructs such as problem solving, inquiry, metacognition, or computational thinking, fifteen emphasized pedagogical design, eleven reported implementation factors, and only three were directly related to computer science or computational thinking. The evidence indicates a tendency that VR may support motivation through presence, interactivity, challenge, feedback, and contextual visualization; however, outcomes varied according to population, duration, device, and measurement. Evidence for critical thinking was more limited and suggested potential facilitation only when VR was combined with meaningful problems, scaffolding, reflection, discussion, and appropriate assessment. Technical readiness, teacher competence, curriculum alignment, digital literacy, and cybersickness also influenced implementation. In conclusion, VR shows educational potential for junior high school Informatics, but current evidence is heterogeneous and mostly indirect. Further classroom-based, longitudinal studies using validated motivation and critical-thinking instruments are required in Indonesia.
Penggunaan Media Video Animasi Dalam Pembelajaran IPAS: Studi Persepsi Guru Kelas V di SDN 003 Sungai Paku Risyalatul Muawanah; Elpri Darta Putra
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5644

Abstract

This study is motivated by the not-yet-optimal use of animated video media in Science and Social Studies (IPAS) learning at SDN 003 Sungai Paku, where its use is concentrated among upper-grade teachers while other teachers still rely on the lecture method and printed textbooks. This study aims to describe a teacher's perception of the use of animated video media in IPAS learning and to identify the supporting and inhibiting factors in its implementation. The research used a qualitative approach with a descriptive method. The main informant was a Grade V teacher who teaches IPAS, while the school principal served as a supporting informant. Data were collected through in-depth interviews, observation of one Grade V lesson on food-chain ecosystem material, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Data validity was tested using source triangulation, and perception was examined through three indicators: acceptance, understanding, and evaluation. The findings show that the informant holds a positive perception of animated video media because it is regarded as concretizing abstract concepts, strengthening retention, and encouraging students' learning motivation. Observation of one lesson recorded that students paid attention to the material and participated in question-and-answer activities, although this study did not test the media's effectiveness. The inhibiting factors were the limited number of projectors, unstable internet access, and the one-way nature of the media, which were addressed by downloading videos for offline use and scheduling projector rotation. This study concludes that a positive perception has not been fully matched by even distribution of use, so additional facilities and structured training are still needed.
Peningkatan Motivasi Belajar IPAS Siswa Kelas IV Sekolah Dasar Setelah Penggunaan Media Wordwall Suaiba Suaiba; Elpri Darta Putra
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5645

Abstract

This study was prompted by the low learning motivation of fourth-grade students in the Natural and Social Sciences (IPAS) subject, reflected in their limited attention, participation, and enthusiasm during teacher-centered lessons that rarely used technology-based media. This study aimed to analyze the difference in students' IPAS learning motivation before and after using Wordwall media at SD Negeri 138 Pekanbaru. A quantitative approach was employed with a pre-experimental one-group pretest-posttest design involving 32 fourth-grade students selected through purposive sampling, who received the treatment in four meetings. Learning motivation was measured using a 20-item four-point Likert-scale questionnaire that was valid (r = 0.381-0.691) and reliable (Cronbach's Alpha = 0.853), supported by observation and documentation, and the data were analyzed using a paired-samples t-test in SPSS. The mean motivation score increased from 53.22 in the pretest to 70.28 in the posttest, a rise of 17.06 points (about 32% relative to the initial mean), and the difference was statistically significant, t(31) = 15.311, p < 0.001, with a very large effect size (Cohen's d = 2.71). Because the design did not include a control group, this result is interpreted as a significant improvement in motivation after using Wordwall rather than as strong causal evidence. These findings indicate that Wordwall is a promising interactive medium for strengthening elementary students' learning motivation.
Discovery Learning Berorientasi Kearifan Lokal Tat Twam Asi: Pengaruh Terhadap Motivasi Belajar dan Keterampilan Berpikir Kritis Luh Putu Suci Aryani; I Made Sedana; I Nyoman Miarta Putra
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 4 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i4.5697

Abstract

Discovery Learning provides a structured process through which students construct knowledge by discovery; however, its classroom implementation also requires interactions that support broad student participation. Previous studies have examined Discovery Learning and local-wisdom-based instruction, yet limited research has operationally integrated Tat Twam Asi values throughout all phases of Discovery Learning and simultaneously examined their effects on learning motivation and critical thinking skills. This study examined the effect of Tat Twam Asi-oriented Discovery Learning as an integrated instructional treatment on students’ gains in learning motivation and critical thinking skills. A quasi-experimental pretest-posttest control group design was employed with 72 seventh-grade students at SMP Negeri 3 Singaraja, comprising 36 students in the experimental group and 36 in the control group. Learning motivation was measured using a 24-item Likert questionnaire, while critical thinking skills were assessed using 10 essay items. Gain scores were analyzed using one-way ANOVA and MANOVA after all prerequisite assumptions had been satisfied. The experimental group obtained a higher mean gain score in learning motivation (18.28) than the control group (7.44), F(1, 70) = 169.560, p < .001, η² = .708. The mean gain score in critical thinking skills was also higher in the experimental group (19.58) than in the control group (10.21), F(1, 70) = 50.373, p < .001, η² = .418. The multivariate analysis yielded Pillai’s Trace = .769, F(2, 69) = 114.546, p < .001. The findings indicate that students who participated in Tat Twam Asi-oriented Discovery Learning demonstrated greater gains in learning motivation and critical thinking skills than those who received conventional instruction. These results support the effectiveness of the integrated instructional model as a whole and should not be interpreted as evidence of the independent contribution of Tat Twam Asi.

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