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INDONESIA
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 360 Documents
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The Implementation of the Problem-Based Learning (PBL) Model to Improve Students’ Learning Outcomes on the Continent Topic in Grade VI of SD Negeri 007 Bangun Purba Mutri Kusuma; Rinja Efendi
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.1

Abstract

This study aims to improve students’ learning outcomes on the topic of Continents through the implementation of the Problem-Based Learning (PBL) model in Grade VI of SD Negeri 007 Bangun Purba. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The subjects were 28 students. Data were collected using learning outcome tests (pretest and posttest), teacher and student activity observation sheets, and documentation. Data analysis was carried out both quantitatively and qualitatively, with a minimum mastery criterion (KKM) of 75. The results showed a significant improvement in students’ learning outcomes after the implementation of the PBL model. The average score increased from 65 with 53.6% mastery in the pre-cycle, to 75 with 71.4% mastery in the first cycle, and reached 83 with 89.3% mastery in the second cycle. In addition to cognitive improvement, students demonstrated better learning engagement, such as increased participation in group discussions, confidence in expressing opinions, and collaboration in solving problems. Therefore, the implementation of the Problem-Based Learning (PBL) model proved effective in improving students’ learning outcomes and social skills in social studies at the elementary school level.
The Effect of Digital Literacy and Family Support on the Entrepreneurial Interest of Grade XII Office Management Students at SMKN 1 Surabaya Ferdi Ardianto; Farij Ibadil Maula
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.2

Abstract

The present investigation sought to examine the impact of digital literacy and familial support on the entrepreneurial proclivity of 12th-grade Office Management students at SMK Negeri 1 Surabaya during the 2024/2025 academic year. Entrepreneurial interest is considered a crucial determinant in equipping students to navigate prospective career challenges, particularly within the digital epoch, which necessitates technological competence and environmental reinforcement. This study employed a quantitative methodology with a causal-associative research design. The population consisted of 138 students, from which a sample of 103 students was drawn utilizing stratified random sampling. Data acquisition was conducted through a questionnaire and subsequently analyzed via multiple linear regression. The findings revealed that digital literacy and familial support exhibit a statistically significant and affirmative influence on students’ entrepreneurial interest, observable in both isolated and combined analyses. Digital literacy empowers students to proficiently leverage technology for identifying and cultivating business opportunities, while familial support fortifies motivation and self-assurance in pursuing entrepreneurial endeavors. A coefficient of determination (R² = 0.414) revealed that these two variables elucidated 41.4% of the variance in entrepreneurial interest, with unexamined factors accounting for the residual proportion. These insights underscore the criticality of reinforcing digital literacy and familial encouragement for nurturing students’ entrepreneurial drive, thereby offering practical ramifications for educational institutions and households in formulating pedagogical strategies supportive of entrepreneurial development.
Effectiveness of the Ignatian Cybergogical Experience Model in Improving Students’ Digital Literacy: an Andragogical Approach Lazfihma; Dwi Ismawati; Debi S. Fuadi; Dwi Lyna Sari; Meli Afrodita
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.4

Abstract

This study aims to examine the effectiveness of the Ignatian Cybergogical Experience (ICE) model from an andragogical perspective in improving students' digital literacy in the Teaching Material Development course. This research employed a quasi-experimental design with a nonequivalent control group design involving 60 undergraduate students divided into experimental and control groups. The experimental group received instruction using the ICE model, while the control group was taught using conventional methods. Data were collected through pretest and posttest, supported by questionnaires and observations, and analyzed using t-tests and N-Gain. The results revealed a significant improvement in students' digital literacy in the experimental group compared to the control group (p < 0.05). The N-Gain score in the experimental group was categorized as high, whereas the control group showed moderate improvement. These findings indicate that the ICE model based on andragogy is effective in enhancing digital literacy. The ICE model promotes meaningful, experience-based learning through reflection and active engagement, aligning with adult learning principles. Therefore, it can serve as an innovative instructional approach in higher education to support digital literacy development. Keywords:Ignatian Cybergogical Experience, andragogy, digital literacy, adult learning, higher education, teaching material development
Strategy for Developing Interactive Islamic Religious Education Learning Media Oriented Toward Deep Learning in the Implementation of the Merdeka Curriculum Desy Fitriyani; Rusdiyantoro Rusdiyantoro; M. Sholikhul Amal Rofiqi; Bagas Mukti Nasrowi; Nur Khasanah
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.3

Abstract

: This study aims to develop an interactive Islamic Religious Education (PAI) learning media oriented toward deep learning in the implementation of the Merdeka Curriculum to create meaningful, active, and student-centered learning. The study employed a Research and Development (R&D) method using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product was an interactive learning media integrating visual, audio, and reflective learning activities to enhance students’ engagement in learning. The research subjects consisted of students and Islamic Religious Education teachers at the junior high school level. Data were collected through observation, interviews, expert validation questionnaires, and media implementation trials. The findings revealed that the developed learning media achieved a highly valid category based on evaluations from material and media experts. In addition, the media was considered practical and effective in improving active participation, learning motivation, and students’ understanding of Islamic Religious Education materials. The deep learning approach embedded in the learning media encouraged students to think reflectively and critically while connecting learning materials with real-life experiences. Therefore, the strategy for developing interactive PAI learning media oriented toward deep learning can serve as an innovative learning solution to support the implementation of the Merdeka Curriculum.
H HUBUNGAN KEMANDIRIAN BELAJAR DENGAN KEMAMPUAN PEMAHAMAN KONSEP PELAJARAN IPAS SISWA KELAS IV SDIT IBNU MAS’UD SINGKAWANG: Pada siswa kelas IV SDIT Ibnu Mas'ud Singkawang Rifka Syahraini; Andika Kusuma Wijaya; Kamaruddin
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.5

Abstract

Abstract: This study aims to find out the significant relationship between learning independence and the ability to understand the concepts of science lessons of grade IV students of SDIT Ibnu Mas'ud Singkawang. The type of research used is quantitative research with a correlational or relational approach. The research design used was bivariate correlation design. The sampling technique used in this study is census/total sampling. The research population of all grade IV students amounted to 30 students. The results of the study showed that there was a significant relationship between learning independence and the ability to understand the concept of science lessons of grade IV students of SDIT Ibnu Mas'ud Singkawang (Sig. 0.000 < 0.05). The value of the correlation coefficient of (r = 0.958) or at 91.7% of the relationship was positive with a very strong level of strength. Theoretically, these findings reinforce the theory that independent learning is an infortant factor in mastering academic concepts. Practically,the results of this study are expected to serve as valuable input for teachers in designing and implementing learning processes that can foster students’ independent learning, thereby allowing their concept comprehension abilities to develop optimally
Curriculum Program Evaluation Using the CIPP Model in South Tangerang Tourism Vocational Schools Zehan Zehan; Saiful Anwar; Ichwani Siti Utami
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.7

Abstract

Vocational education is expected to prepare graduates who are not only technically competent but also able to demonstrate professional work attitudes aligned with industry standards. In the beauty sector, curriculum implementation must respond to rapidly changing trends, service standards, hygiene procedures, and the needs of business and industry partners. This study aims to evaluate the Beauty Curriculum Program in tourism vocational schools in South Tangerang using the CIPP model, which covers context, input, process, and product components. A mixed-methods approach was employed by combining interviews, school observations, and Likert-scale questionnaires. The participants included principals, vice principals for curriculum, productive teachers, industry partners, students, and alumni. Qualitative data were analyzed thematically, while quantitative data were processed using achievement percentages. The findings show that the program has a clear direction and is aligned with the Merdeka Curriculum, deep learning practices, and industry collaboration. Principals reported high achievement in industry involvement, PKL monitoring, and student work culture formation, each reaching 100%. Students also rated learning practices positively, particularly case-based reasoning (87.29%), process feedback (85.88%), readiness for competency testing/certification (84.94%), and work culture formation (89.65%). However, the main gaps lie in the stability of practical learning support, especially tools and consumable materials (58.82%), and in the use of evaluation data for systematic program improvement. The study concludes that the program has strong vocational orientation, but requires more stable resources and a stronger data-based evaluation cycle to improve curriculum implementation consistently.
Between Convenience and Dependence: A Phenomenological Study of Students Ambivalent Experiences with Artificial Intelligence in Academic Assignments Fawwaz Adzansyah Islamy; Andri Setiyawan; Rr Setyawati
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.6

Abstract

The development of artificial intelligence (AI) has changed the way students complete academic assignments. AI facilitates students' understanding of course materials, helps them search for references, organize writing, and complete assignments more efficiently. However, AI use also raises issues related to dependence, reduced independent learning, self-doubt about academic ability, and ethical awareness in academic practice. This study aims to understand how accounting students make sense of convenience and dependence in using AI for academic assignments. The study employed a qualitative approach with a phenomenological design. The participants were four students from the Accounting Study Program who had experience using AI in completing academic assignments. Data were collected through semi-structured interviews and analyzed using principles of phenomenological analysis. The findings revealed five main themes: AI as a companion in completing academic assignments; AI as a shortcut when facing academic difficulties; a shift in learning from independent information seeking to immediate assistance; dependence, self-doubt, and emotional ambivalence; and ethical awareness and concerns about professional competence. The essence of the participants' experience reflects an ambivalence between convenience and dependence. AI helps students complete assignments more quickly and with greater confidence, but it also makes them increasingly accustomed to relying on AI and reduces their effort to think independently. These findings emphasize the importance of using AI critically, proportionally, and responsibly so that AI remains a learning companion rather than a substitute for students' thinking processes.
Multicultural Education Management Strategy Through 5s Cultural Habituation To Enhance Inclusivity At Taruna Mandiri Elementary School Atu Rubaeatul Adawiyah Adawiyah
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.8

Abstract

: Inclusive and multicultural education requires not only curriculum reform but also everyday school management that transforms diversity into respectful social relations. This study aims to analyze how multicultural education management is implemented through the habituation of 5S culture--Senyum, Salam, Sapa, Sopan, and Santun--to enhance inclusivity at Taruna Mandiri Private Elementary School, Pamulang, South Tangerang City. The study employed a qualitative case-study design. Data were collected through observation, semi-structured interviews with school leaders, teachers, education staff, parents, and twenty students, as well as documentation of school programs, rules, teaching modules, and activity records. The data were analyzed using an interactive model consisting of data reduction, data display, conclusion drawing, and verification, supported by open, axial, and selective coding. The findings reveal three major themes. First, 5S culture functions as a structured management strategy because it is planned in school programs, organized through shared roles, enacted in daily routines, and evaluated through supervision and reflection. Second, multicultural values are internalized through repeated habituation, teacher modeling, and students' direct social experiences. Third, the strategy contributes to an inclusive school climate characterized by harmonious interaction, students' sense of safety, equal participation, and the absence of discriminatory practices in daily relations. The study concludes that simple, consistent, and culturally embedded school practices can bridge multicultural education policy and lived inclusivity at the elementary level.
The Effect of Cooperative Learning Using Word Search Activities on Fourth-Grade Students’ Motivation and IPAS Learning Outcomes Atik Puji Astuti; Sudarmiani Sudarmiani
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.10

Abstract

IPAS instruction at the elementary school level often emphasizes memorization, a skill some experts consider lower-order, although it remains important for learning outcomes. Instruction that relies on lecture-based methods tends to be boring and fails to engage students, leading to low motivation and poor learning outcomes. This study describes the implementation of the Team Games Tournament (TGT) cooperative learning model aided by word searches, and examines the increase in motivation and IPAS learning outcomes among fourth-grade students following its application. This study is a Classroom Action Research (CAR) conducted in two cycles, each comprising planning, action, observation, and reflection stages. The subjects were 29 fourth-grade students at SDN 02 Kanigoro during the 2025/2026 school year. Data were collected through motivation observation sheets and an evaluation test at the end of learning, then analyzed using qualitative and quantitative approaches. Motivation was analyzed using a Likert-scale checklist instrument, while learning outcomes were analyzed based on students' average class scores. Results showed that learning motivation increased from 41% (low) in the pre-cycle to 64% (high) in Cycle II. Learning outcomes also improved significantly, with the classical completeness rate rising from 28% in the pre-cycle to 41% in Cycle I, then increasing sharply to 83% in Cycle II. These results indicate that cooperative learning aided by word searches effectively improves motivation and learning outcomes in IPAS. This study recommends that teachers integrate educational games as a variation in teaching strategies to create a more interactive and meaningful learning environment
Intention to Use AI in Economics Learning: The Role of AI Literacy and Attitude toward AI Erike Aura Aprilia Kirana; Retno Mustika Dewi
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.9

Abstract

The swift progress of intelligent technologies has modified how learning is delivered, including the way economics is taught and learned in senior high schools. However, students' willingness to use AI depends not only on whether they have access to technology but also on their understanding of AI and their feelings about it.This study looks at how AI literacy affects students' desire to use AI in economics learning, while also looking at how their attitude toward AI plays a role in this process. A quantitative method was employed, involving 170 students from SMA Negeri 4 Surabaya. Data was gathered through a multiple-choice questionnaire, and the results were analyzed using WarpPLS 8.0 with Partial Least Squares Structural Equation Modelling (PLS-SEM). The data suggest learners’ views toward and desire to employ AI are positively impacted by AI literacy. Furthermore, students' attitudes regarding AI have an impact on their intention to utilise it, which contributes to the explanation of the connection between AI literacy and students' willingness to use AI to learn economics. These findings show how important it is to improve students' understanding of AI and help them form thoughtful, caring, and positive attitudes towards using AI in education.

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