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Perspektif Ilmu Pendidikan
Published by Universitas Negeri Jakarta
ISSN : 14115255     EISSN : 25812297     DOI : -
Core Subject : Education,
Education
Perspektif Ilmu Pendidikan published by Fakultas Ilmu Pendidikan Universitas Negeri Jakarta. Perspektif Ilmu Pendidikan contained results of the research which focused about education from practitioners, academics, researchers, and education observers.
Arjuna Subject : -
Articles 351 Documents
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Improving the Beginning Reading Skills of Slow Learner Students Through the Use of Animated Audio-Visual Media Powtoon in Indonesian Language Learning at Advent Elementary School (SD) Purba, Epta; Pamungkas, Bayu
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.1

Abstract

This study aims to improve the early reading skills of slow learner students through the utilization of Powtoon animated audio-visual media in Indonesian language instruction at SD Advent Sangatta. The specific objective of the research is to evaluate the effectiveness of animation media in capturing attention, enhancing comprehension, and stimulating learning motivation among students with special needs, particularly those who face difficulties in early reading. The method used is Classroom Action Research (CAR), conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection. The research subjects were four slow learner students in the first grade of SD Advent Sangatta. Data were collected through pretests, posttests, observations, interviews, and documentation, and were analyzed quantitatively using descriptive statistics and paired sample t-tests, as well as qualitatively through thematic analysis. The results show that the use of Powtoon media had a significant impact on improving the early reading abilities of slow learner students. The average pretest score of 35 increased to 65 in the posttest, showing an 85.71% improvement. Additionally, students demonstrated greater focus, motivation, and engagement during the learning process. Interviews and observations confirmed that the media made learning more enjoyable, easier to understand, and aligned with the learning characteristics of slow learners. Therefore, the use of animated media like Powtoon is recommended as an effective and inclusive instructional strategy for students with special educational needs. Keywords: slow learner, early reading, Powtoon media, audio-visual, Indonesian language learning.
Development of Bamboozle Interactive Learning Media on Office Technology Equipment and Application Elements Sofiyanti, Nadia; Puspasari, Durinda
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.3

Abstract

This study aims to develop Bamboozle-based interactive learning media for the subject of Information Technology, specifically Office Technology Equipment and Applications, in class X MPLB 3 at SMKN 10 Surabaya. The background of this study is based on the low utilization of learning media, which is still limited due to the dominant use of whiteboards with markers, as well as the fact that student learning outcomes have not yet reached the minimum competency standard (KKM). The method used was research and development (R&D) with a modified ADDIE model, which included the stages of analyze, design, development, and implementation. The resulting media product was an interactive quiz with features such as material, instructions for use, and practice questions based on the Bamboozle application. The results of validation by subject matter experts obtained a percentage of 96% to 98% in the “very feasible” category. Limited trials were conducted on 20 students in terms of response, reaction, and confidence, with a percentage score above 98% with the criteria “very feasible”. Students rated this media as visually appealing, relevant to learning needs, and capable of increasing motivation and learning engagement. Thus, the Bamboozle interactive learning media is suitable for use as a learning support tool to improve material comprehension, learning enthusiasm, and create a more active and enjoyable classroom atmosphere.
Development Of Problem Based Learning Modules In Civil Service Subjects Dwinta Putry, Lyesel; Puspasari, Durinda
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.2

Abstract

This study aims to develop a ProblemBased Learning module for the Civil Service subject at SMK Krian 2 Sidoarjo. The background of this study is based on the lack of learning modules that are in line with the curriculum, resulting in a teacher-centered learning process and students having difficulty understanding the material. The research used a research and development method with the ADDIE model, which includes the stages of analysis, design, development, and implementation. The limited test subjects were 20 students in class XI MPLB 2. The research instruments were expert validation sheets for material, language, graphics, and student response questionnaires. The validation results showed that the scores from subject matter experts I and II were 93%, language experts 93%, and graphic experts 95%, which were categorized as very strong. Student responses also showed a percentage of 97.1%, which was categorized as very good. Based on these findings, the PBL-based learning module was declared highly suitable for use, as it was able to help students understand the material, increase motivation, and train critical thinking and problem-solving skills in line with the needs of the world of work.
Applying Personal Inquiry to Strengthen Thinking and Research Skills an ATL in Upper IB-PYP Olbytri, Fitria; Nenotek, Kalysa; Regina Caeli, Patricia; Agustina Amelia, Maria
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.4

Abstract

This study aims to examine the implementation of Personal Inquiry as a reflective learning approach to enhance Thinking Skills and Research Skills as part of the Approaches to Learning (ATL) framework within the International Baccalaureate Primary Years Programme (IB-PYP) curriculum. The research is motivated by the challenges of 21st-century learning, which require that elementary school students develop higher-order thinking skills and independent research abilities. A descriptive qualitative method was conducted over seven weeks at an international school in Bekasi, involving students from grades 4, 5, and 6. Data were collected through classroom observations, student project documentation, and reflective journals, and analyzed using Miles and Huberman’s interactive model. The findings revealed that the six stages of Personal Inquiry; Identify, Inquire, Investigate, Innovate, Improve, and Reflection. Effectively encouraged conceptual and analytical thinking, as well as learning autonomy. Students were able to formulate reflective questions, evaluate credible information sources, and communicate their findings through creative products such as PowerPoint presentations with themes including Microplastics, Fungus, and Dance. The process also strengthened students’ metacognitive awareness and learner agency, aligning with the IB Learner Profile attributes of being reflective and knowledgeable. The study concludes that Personal Inquiry serves as an effective framework for integrating research with critical thinking. Future research is recommended to explore the implementation of this model within Indonesia’s Kurikulum Merdeka and its potential to cultivate other IB learner attributes such as communicator and principled learner.
Mapping And Measuring Digital Literacy In Secondary Education Through Systematic Literature Review Of Psychometric And Implication Kumala Sari, Via Indriani; Djuniadi; Isnaeni, Wiwi; Rusilowati, Ani
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.5

Abstract

The rapid advancement of digital technology has profoundly transformed education and other aspects of life. In the 21st century, digital literacy has become a core competence for secondary school students to navigate academic, social, and professional environments. However, assessment efforts remain inconsistent, as most instruments are designed for university students or teachers. This study aims to identify and analyze research on digital literacy assessment instruments for secondary education through a Systematic Literature Review (SLR) following the PRISMA protocol. Guided by the PICOS framework, 22 articles published between 2021 and 2025 were selected from six international databases (Scopus, ERIC, Google Scholar, SpringerLink, Garuda, and DOAJ Indonesia). The findings demonstrate a rapid increase in research on digital literacy assessment, with the DigComp 2.1 and UNESCO MIL frameworks being the most widely adopted, while several countries, including Indonesia, have developed localized models. Psychometric analyses reveal a methodological shift toward modern approaches such as the Rasch Model, Confirmatory Factor Analysis (CFA), and Aiken’s V, ensuring stronger construct validity. These findings underscore significant implications for curriculum development, educational policy, and learning strategies. Overall, this study strengthens the conceptual and psychometric foundations of digital literacy assessment and offers strategic guidance for developing valid, reliable, and contextually grounded instruments to enhance education in the digital era.
Mediating Gender Diversity in Digital-Age Teacher Readiness Dharma, Panji Vesaka; Wulandari, Siti Sri
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.7

Abstract

This research endeavors to empirically examine the mediating role of the gender diversity issue in influencing the effect of communication skills and technology utilization on readiness for becoming a teacher. The study targeted final-year education students at the Faculty of Economics and Business (FEB), Universitas Negeri Surabaya (UNESA). A quantitative explanatory approach was employed, utilizing the Structural Equation Modeling based on Partial Least Square (PLS-SEM). Data were systematically collected via questionnaires administered to a sample of 132 respondents, determined using a proportional purposive sampling technique based on the criteria of having completed the teaching practice program and having an interest in becoming a teacher. It was established that both communication skills and technology utilization directly and positively impact readiness for becoming a teacher. The key finding centers on the mediating variable, the gender diversity issue, which proved to partially and significantly mediate the effect of communication skills and technology utilization on teacher readiness. This suggests that the technical and communicative competencies of prospective teachers become more effective in enhancing readiness when fortified by sociocultural awareness and sensitivity toward gender diversity issues. The conclusion derived from this study is that developing professional teacher readiness necessitates not only the mastery of pedagogical and technological competencies but also strong integration with inclusive awareness. This research offers a theoretical contribution by positioning the gender diversity issue as a crucial prerequisite that strengthens the dimension of professional readiness in the era of Education 4.0.
Enhancing Primary School Teacher Professionalism Through a Mobile-Based Reflective Supervision System Rugaiyah, Rugaiyah; Rahmawati , Desi; Karnati , Neti; Kustandi , Cecep; Kamaludin, Kamaludin; Novianti, Rahmah
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.6

Abstract

This study explores the development and implementation of a mobile-based clinical supervision application designed to improve the professional competence of primary school teachers in Indonesia. In response to the increasing demands for reflective teaching and sustainable professional development in the digital era, this research applies a systematic research and development (R&D) approach using the Waterfall model to design, validate, and field-test a supervision tool integrated into mobile platforms. The study engaged 100 primary school teachers and 9 experts in education technology and instructional design. Results indicate high user acceptance, improved reflective practices, and enhanced supervision transparency. The findings support the potential of mobile-based tools to foster teacher growth, inform school management decisions, and transform traditional supervision into a more collaborative and developmental process.
The Effect of Stem-Based Mathematics Learning on Students’ Critical and Creative Thinking Skills at SMA It Yarsi Mataram Haerorroni, Haerorroni; Astuti, Alfira Mulya; Hardiani, Nur
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.8

Abstract

Abstract: This study aims to: (1) explain the significant effect of STEM-based mathematics learning on students’ critical thinking skills; (2) explain the significant effect of STEM-based mathematics learning on students’ creative thinking skills; and (3) explain the significant effect of STEM-based mathematics learning on students’ critical and creative thinking skills at SMA IT Yarsi Mataram. The research employed a quantitative approach with a survey research design, which was selected to obtain systematic and structured data regarding students’ characteristics. The study was conducted at SMA IT Yarsi Mataram, with the population consisting of all eleventh-grade students, while the research sample comprised 53 students. The data collection instrument was a questionnaire distributed manually. The collected data were analyzed using multivariate regression analysis. The results indicate that: (1) STEM-based mathematics learning does not have a significant effect on students’ critical thinking skills, as shown by a univariate test significance value of 0.971, which is greater than the 0.05 significance level; (2) the STEM approach does not have a significant effect on students’ creative thinking skills, with a univariate test significance value of 0.147, exceeding 0.05; and (3) STEM-based mathematics learning does not show a significant effect on students’ critical and creative thinking skills simultaneously, as indicated by a Wilks’ Lambda significance value of 0.276, greater than 0.05. The implications of this study suggest that STEM-based mathematics learning cannot yet be considered an effective alternative learning strategy for developing higher-order thinking skills, particularly critical and creative thinking, highlighting the need for further research to explore learning models better suited to the characteristics of high school students. Keywords: STEM-Based Mathematics Learning, Critical Thinking, Creative Thinking
Peran Teknologi dalam Prestasi Akademik Siswa: Tinjauan Literatur Malik Nur, Imam Dedikasi; Yoenanto, Nono Hery; Andriani, Fitri
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.9

Abstract

The rapid advancement of technology, including Virtual Reality (VR), Augmented Reality (AR), metaverse, Learning Analytics (LA), and digital formative assessment (DFA), presents mixed findings regarding their impact on student academic achievement. The variability ranging from the consistently positive effects of VR/AR in enhancing spatial reasoning and motivation to the inconsistent effectiveness of LA interventions necessitates an urgent synthesis of the current evidence. Therefore, this study aimed to explore and map the most recent empirical evidence (2016–2025) on the role of these technologies in improving student academic outcomes, participation, and cognitive development. Employing a scoping review methodology following PRISMA-ScR guidelines, this review systematically analyzed 13 primary empirical studies selected from the Scopus and Web of Science databases. The results indicate that the majority of studies (12 out of 13) report a significant increase in academic performance. Immersive technologies were particularly prominent due to their ability to reduce cognitive load and significantly boost student motivation and self-efficacy through embodiment, aligning with the theoretical frameworks of Cognitive Load Theory (CLT) and the Cognitive Affective Model of Immersive Learning (CAMIL). However, the effectiveness of interventions like LA was found to be conditional and inconsistent, highlighting that pedagogical design and feedback quality are more crucial determinants of success than the technology itself. The main conclusion is that technology's benefits depend critically on careful pedagogical implementation; consequently, the focus must shift from whether technology is used to how it is effectively integrated to ensure maximum knowledge transfer.
AI in Education and Online Learning - Educational Leadership for Human-Centred Digital and Artificial Intelligence Transformation Sianipar, Ardin; Angelia, Widya
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.10

Abstract

This study presents a systematic literature review (SLR) guided by the PRISMA 2020 protocol to synthesise the role of educational leadership in driving digital transformation and the adoption of artificial intelligence (AI) toward human-centred development in both traditional and open and distributed learning (ODL) environments. Drawing on 15 peer-reviewed studies (2018–2024), the findings reveal that leadership serves as a pivotal mediator between technological innovation and equitable educational outcomes. Three thematic pathways emerged: (1) leadership competence for AI integration, which determines institutional readiness and ethical governance; (2) human capacity building, where teacher digital literacy and pedagogical redesign translate technology into meaningful learning; and (3) ethical and inclusive AI practices that safeguard transparency, fairness, and accessibility. The study advances a Human-Centred AI Leadership Framework that integrates four domains—educational leadership, digital transformation, AI integration, and human development—within ODL ecosystems. Conceptually, it extends transformational and distributed leadership theories toward socio-technical and ethical dimensions. In practice, it provides policy guidance for embedding AI governance, teacher professional development, and equity-driven digital strategies within national and institutional systems. The review highlights that the future of AI in education hinges not on automation, but on leadership that combines technology with humanity.

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