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Jurnal Ilmiah Pendidikan dan Pembelajaran
Published by Universitas Pendidikan Ganesha
ISSN : 18584543     EISSN : 26156091     DOI : -
Core Subject : Education,
Education
Jurnal Ilmiah Pendidikan dan Pembelajaran (JIPP) is an international journal which provides a forum for publishing research or review articles related to researches in instruction, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and educational development.
Arjuna Subject : -
Articles 760 Documents
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Local Content-Based Education as a Strategy for Post-Conflict Recovery and Drug Abuse Prevention in Marginalized Communities Saifullah
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.94907

Abstract

This study aims to analyze the socio-educational impacts of conflict and drug vulnerability, evaluate the gap between the national curriculum and local needs, and develop a culturally rooted education model to promote social recovery and resilience. Using qualitative methods and an intrinsic case study design, the study involved 11 purposively selected participants, including educators, policymakers, and cultural leaders. Data were collected through in-depth interviews, participant observation, and document analysis using a validated interview guide and observation sheet. Analysis was conducted using an interactive model that included data reduction, data presentation, and conclusion drawing. Findings indicate that trauma, limited infrastructure, and cultural isolation hinder the effectiveness of formal education. In contrast, locally based agricultural education that integrates ethical and religious values increases student engagement and community resilience. The study concludes that a participatory local education model can serve as a strategic intervention in post-conflict recovery. The implications of this research suggest that education that integrates cultural values, traditions, and local wisdom can be an effective tool in rebuilding social cohesion and community identity, which have been weakened by conflict. Through this approach, communities can develop a stronger sense of character, a more profound sense of belonging, and a greater connection to their environment, thereby becoming more resilient to the threat of destructive behavior, including drug abuse.
Behavioral Counseling: Assertiveness Training Techniques to Increase Achievement Motivation and the Need to Express Oneself Ahmad Khotibul Umam; Putu Ari Dharmayanti; Nyoman Dantes; Ni Ketut Suarni
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.94962

Abstract

Students' achievement motivation and courage in expressing their potential in the school environment are still low. This study aims to evaluate the effectiveness of behavioral counseling incorporating assertive training techniques in enhancing achievement motivation and self-expression. The study employed a quantitative approach with a quasi-experimental design, utilizing a pretest-posttest control group design. The sample consisted of 60 students, divided into an experimental group and a control group. The intervention was given to the experimental group through behavioral counseling sessions based on assertive training. Data were collected using an achievement motivation questionnaire and a questionnaire about the need to express themselves, which had been tested for validity and reliability. Data analysis employed the MANOVA test after the prerequisite analysis tests were met. The results showed that assertive training techniques were significantly effective in improving both variables simultaneously (p < 0.05). These findings suggest that a behavioral approach based on assertive training can foster students' adaptive behavior, enhance self-confidence, and promote more optimal academic and social outcomes. The practical implications of this study indicate the need to integrate this technique into school counseling services to support the character formation and profile of Pancasila Students.
Interactive Teaching Material Design Based on Articulate Storyline in Creative Writing Learning Comic Material Muhammad Rafi; Asnawi
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.95199

Abstract

The availability of interactive teaching materials specifically designed to support the creative writing learning process is still minimal. This presents an obstacle to creating inclusive learning environments. This study aims to develop interactive teaching materials based on articulate storylines in creative writing learning on comic material. This study uses the ADDIE model. This study employs a Pre-Experimental Design, which involves only one experimental class without a control class, utilizing a One-Group Pretest-Posttest Design model. Data collection techniques include questionnaires, essay pretests, and posttests. The results of the media aspect achieved a percentage of 93% with a very valid/practical category, the language aspect achieved a percentage of 90% with a very valid/practical category, and the material aspect achieved a percentage of 94% with a very valid/practical category. With a very valid category. The average pretest score was 75, and the average posttest score increased to 82. However, since the data were not normally distributed (based on the Shapiro-Wilk test), the Wilcoxon test was employed as a non-parametric alternative. The Wilcoxon test results showed a significant difference between the pretest and posttest. The study's conclusion reveals a substantial difference in student learning outcomes between using interactive learning materials based on articulate storylines in the form of learning applications for comic materials and not using them. The implications of using interactive learning media based on articulate storylines have been proven effective in improving student learning outcomes in creative writing courses, particularly in the context of comic materials.
Domidance Card Learning Media to Increase Interest and Effectiveness of Dance Learning for Grade IV Students Bayu Iqbal Arif Wicaksono Dakhlan; Deasylina da Ary
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.95635

Abstract

Rendahnya minat belajar siswa kelas IV dalam pembelajaran tari yang cenderung dianggap monoton dan kurang menarik. Selain itu, efektivitas proses pembelajaran tari masih belum optimal karena keterbatasan media yang inovatif dan sesuai dengan kebutuhan siswa. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis permainan kartu bernama Domidance Card sebagai solusi atas rendahnya minat dan efektivitas pembelajaran seni tari di kelas IV. Metode yang digunakan adalah penelitian dan pengembangan (Research and Development). Subjek penelitian adalah 30 siswa kelas IV dan guru kelas. Hasil validasi dari ahli materi dan media menunjukkan bahwa Domidance Card berada dalam kategori "sangat layak". Uji kepraktisan menunjukkan bahwa media ini sangat praktis digunakan, baik menurut guru maupun siswa. Uji efektivitas menunjukkan adanya peningkatan hasil belajar, ditandai dengan kenaikan rata-rata. Uji t menunjukan terdapat perbedaan signifikan sebelum dan sesudah penggunaan media. Peningkatan efektivitas juga ditunjukkan oleh nilai rata-rata N-Gain sebesar 0,5067 (kategori sedang). Selain itu, terjadi peningkatan minat belajar siswa secara signifikan, terutama pada indikator antusiasme, keberanian tampil, dan rasa senang terhadap pembelajaran tari. Dengan demikian, media Domidance Card terbukti layak, praktis, dan efektif digunakan dalam meningkatkan minat dan hasil belajar siswa dalam pembelajaran seni tari. Media ini dapat menjadi alternatif inovatif untuk guru dalam menciptakan pembelajaran yang lebih menyenangkan dan bermakna.  
Problem Based Learning Model on Mathematical Communication Skills and Learning Interest Based on Initial Abilities of Fifth Grade Elementary School Students Haidir; Ahmad Fauzan; Syafri Ahmad; Alwen Bentri
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.96355

Abstract

The low interest in learning and mathematical communication skills among elementary school students remains a problem that impacts their understanding of mathematical concepts. Students often struggle to express mathematical ideas orally or in writing. This study aims to analyze the effectiveness of the problem-based learning (PBL) model in enhancing students' mathematical communication skills and learning interests, considering their initial abilities. The method employed was a quasi-experimental design with a 2 × 2 factorial structure, and data analysis was conducted using two-way ANOVA. This study employed two samples: the experimental class and the control class. Sampling in this study used the Probability Sampling technique. The experimental class consisted of 20 students, and the control class consisted of 25. The results showed that the PBL model significantly improved students' mathematical communication skills and learning interests, especially in students with low initial abilities. There was an interaction between the learning model and initial abilities on both variables. These findings concluded that the PBL model is effective in addressing the problem of low mathematical communication and student learning interests. The implications of this study suggest that PBM can be utilized as an alternative learning strategy to support the achievement of mathematical competencies in elementary schools.
Digital Accounting Literacy in Vocational Students: The Mediating Role of Learning Motivation between Self-Regulated Learning and Emotional Intelligence Amir Mahmud; Nurdian Susilowati; Lyna Latifah; Puji Novita Sari
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.96397

Abstract

In the digital era, vocational accounting students are expected to master not only accounting concepts but also digital competencies to support workplace readiness. However, many students still lack adequate digital accounting literacy, which hinders their ability to adapt to technology-based learning and practices. This study addresses how internal student factors, such as self-regulated learning and emotional intelligence, influence digital literacy skills, with learning motivation as a mediating variable. The research employed a quantitative approach with a survey design involving 140 accounting students selected through proportional random sampling. Data were collected via online questionnaires and analyzed using path analysis. The results indicate that self-regulated learning has a direct effect on digital literacy skills, while emotional intelligence does not. Learning motivation directly influences digital literacy skills and mediates the indirect effects of both self-regulated learning and emotional intelligence. These findings suggest that fostering self-regulation and motivation is essential for enhancing students' digital competencies. These results imply that schools and educators should design targeted interventions, such as digital-based learning modules and motivation-enhancing strategies, to strengthen students’ digital literacy in vocational accounting education.
Empowering Urban Women through Community-Based Culinary Education Mustangin; Riska Dewi Yuli Rahmi; Saraka; Hepy Tri Winarti
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 10 No. 1 (2026): March
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v10i1.96680

Abstract

The main problem in this study is the limited access of homemakers in urban areas to life skills empowerment programs relevant to their families' economic needs. Furthermore, existing training programs are not fully aligned with the community's real needs and are not supported by professional training institutions. This study aims to analyze the implementation of community-based training for homemakers in improving life skills. This study used a qualitative approach. The subjects were homemakers participating in community-based culinary training in Samarinda City, as well as the training organizers. Data collection methods included interviews, observation, and documentation, using interview guidelines and observation sheets as instruments. Data analysis techniques were carried out through the stages of data reduction, data presentation, and conclusion. The results showed that the training implementation began with identifying community needs, followed by partnerships with Course and Training Institutions (LKP) to provide competent instructors, implementation of learning using lecture and practice methods, and evaluation of learning through observation. The implications of this study indicate that community-based training designed to meet the real needs of the community and supported by partnerships with training institutions has the potential to improve homemakers' life skills and economic independence. Thus, community-based culinary education can be an effective and sustainable strategy for empowering urban women.
Teacher Experiences in the Universal Learning Design Framework Widya Trio Pangestu; Humairah Fauziah; Yohannes Kurniawan Barus
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.96823

Abstract

With the increasing importance of technology in education, understanding its potential for outdoor learning is crucial. Based on this, the purpose of this study was to analyze teachers' experiences in implementing the Universal Design for Learning (UDL) framework in the classroom. This study employed a qualitative descriptive research design. The study gathered insights from 13 elementary school teachers. The primary data collection method used was in-depth semi-structured interviews. The data analysis technique employed descriptive qualitative analysis. The study's main findings indicate that teachers' experiences in implementing Universal Design for Learning (UDL) significantly contribute to creating a more inclusive and responsive learning environment for learner diversity. Teachers can utilize various differentiation strategies, including the use of varied media, flexibility in delivery methods, and adaptive assessments tailored to individual student needs. However, the study also found that teachers still face challenges, particularly related to limited resources and time, as well as a lack of understanding of UDL principles. The implications of this study emphasize that the application of Universal Design for Learning (UDL) should serve as a basis for developing inclusive education policies and practices at various levels. Findings on teachers' experiences indicate that adequate support, whether in the form of training, provision of resources, or professional mentoring, is crucial for strengthening teachers' ability to adapt learning to the needs of diverse learners.  
AR Integration in Chemical Bonding Learning: Challenges and Opportunities Dita Novita Rini; Eli Rohaeti; Suyanta
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.97023

Abstract

Learning chemical bonds at the secondary school level often faces challenges due to the abstract nature of the material and its difficulty in visualizing. This study aims to analyze the main challenges in learning chemical bonds and explore opportunities for integrating Augmented Reality (AR) technology as an innovative learning medium. This study used a qualitative descriptive approach. The subjects in this study consisted of 64 11th-grade students and two chemistry teachers. The population was selected purposively, while the sample was selected using a random sampling method. Data were collected through classroom observations, student questionnaires, and semi-structured interviews with teachers. The data obtained were analyzed qualitatively and descriptively. The results showed that 90% of students exhibited a passive attitude during the learning process, and 60% had not achieved mastery of the learning. Students struggled to understand Lewis structures, bond types, and molecular shapes. As many as 78% of students expressed interest in technology-based learning media, especially those that support three-dimensional visualization. Teachers also cited media limitations as a significant obstacle in explaining microscopic concepts. This study concludes that learning chemical bonds still faces significant challenges related to student engagement and the complexity of the abstract material. The research suggests that the development of AR-based Student Worksheets (LKPD) can enhance learning engagement and help students develop more concrete mental representations of complex chemical bonding concepts.
The Influence of the Role of Parents, Teachers, and Curriculum on Students' Cognitive Skills with the Moderating Role of Socioeconomic Factors Rinovian Rais; Sungguh Ponten Pranata; Djuwairiyah
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.97042

Abstract

The development of students' cognitive skills is influenced by various factors, but socioeconomic disparities often create obstacles to equitable learning outcomes. This study aims to investigate the effects of parental involvement, teacher quality, and curriculum implementation on students' cognitive skills, considering the moderating role of socioeconomic factors. Using a quantitative approach, data were collected from students, parents, and teachers in several schools. The study subjects consisted of 200 students selected through purposive sampling. Data were collected through a structured questionnaire distributed to the selected students. The obtained data were then analyzed through path analysis conducted using Smart PLS 4.0. The results indicate that all three factors have a positive and significant effect on students' cognitive skills, with parental involvement being the most dominant factor. Although socioeconomic factors moderate this relationship, the impact is less significant than expected. These findings emphasize the importance of improving teacher quality, encouraging parental participation, and designing adaptive curricula to support the cognitive development of all students, regardless of socioeconomic background.

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