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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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Enhancing Character Education through the Implementation of Gamification in Learning Hafsah; Zedi Muttaqin; Ratu Mutiara
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.v9i3.97667

Abstract

Advancements in technology require educators to develop innovative learning media that not only enhance cognitive aspects but also strengthen students’ character development. This study aims to examine the effectiveness of gamification-based learning media in shaping the character of junior high school students in Mataram City using a quasi-experimental design. A total of 35 students were divided into two groups: an experimental group and a control group. Data were collected using a Likert-scale questionnaire, and analysis included normality testing and simple linear regression. The Shapiro-Wilk test confirmed that the data were normally distributed. Simple linear regression analysis revealed that 83.7% of the variation in students’ character could be explained by the use of gamification. Character improvement in the experimental group was more significant and consistent than in the control group. Gamification media proved effective in reinforcing character values such as honesty, responsibility, cooperation, and nationalism. These findings support gamification as an innovative learning strategy, with implications recommending its integration into the curriculum to strengthen character education in schools.
IROKI Big Puzzle Learning Media to Improve Class IV Natural and Social Science Learning Outcomes Nadya Putri Al-Fath; Deasylina Da Ary
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.v10i1.97773

Abstract

The limited integration of interactive media in science learning in elementary schools contributes to low student engagement and learning outcomes. This study aims to analyze the feasibility and evaluate the effectiveness of the IROKI Big Puzzle learning media in improving student learning outcomes. The study used a Research and Development (R&D) approach with the ADDIE model. The research subjects were 30 fourth-grade students who were designated as the experimental group. Data were collected through test techniques (pretest and posttest), questionnaire distribution for expert validation and user responses, and observation during the implementation of the learning. The research instruments included validation sheets from material experts and media experts, teacher and student response questionnaires, observation sheets, and cognitive learning outcome tests in the form of pretests and posttests. Data analysis was carried out using descriptive statistics, normality tests, paired t-tests, and N-Gain analysis. The results showed that the media had a high level of feasibility with a validation score of 92% from material experts and 93% from media experts. The average student score increased from 69.83 in the pretest to 92.50 in the posttest, with a significance value of 0.000 indicating a significant increase. The N-Gain score of 0.626 is in the moderate category, indicating meaningful learning improvement. It is concluded that the IROKI Big Puzzle is an effective learning innovation that contributes to the development of interactive media based on student-centered learning in elementary education and provides practical implications for improving the quality of thematic learning.
Disruption of the Formation of Civic Morality through the Implementation of the Pancasila Student Profile in Elementary Schools Khaidir Fadil; Sintha Sih Dewanti; Ibrahim; Abroto; Noor Isna Alfaien; Muhammad Fahri; Ayunda Rahma
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.v9i3.98377

Abstract

Pancasila, as the ideological foundation of the nation, plays a central role in shaping the character of the younger generation. However, in practice, the implementation of Pancasila values through the Pancasila Student Profile Strengthening policy still faces serious challenges, especially in the context of shaping students' civic morality. This study aims to identify the obstacles and inconsistencies in the implementation of this policy, while also examining effective strategies for strengthening character based on Pancasila. This study uses a qualitative approach with a literature review method, systematically reviewing 60 articles indexed in SINTA and SCOPUS over the past five years. Data analysis refers to the Miles & Huberman model through the stages of data collection, data reduction, data presentation, and verification. The results of the study reveal three main obstacles: low teacher understanding of the implementation of Pancasila values, lack of supporting training, and insufficient integration of values into the school curriculum. Conversely, contextual learning based on local values and the role of teachers as facilitators of values have proven effective in strengthening students' civic morality. This study concludes that strengthening the Pancasila Student Profile must be done collaboratively, reflectively, and contextually to optimize the internalization of Pancasila values. The implications of this research contribute theoretically and practically to the development of more applicable character education policies in school environments.
Local Wisdom-Based Avatar Video With a Historical and Social Approach to 21st Century Language Learning Ilmi Solihat; Etika Khaerunnisa; Sholeh Hidayat; Luluk Asmawati
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.v10i1.98938

Abstract

This study is grounded in the limited integration of digital technology and local wisdom in language learning, where instructional practices remain predominantly traditional and insufficiently contextualized within cultural and social dimensions. This study aims to analyze and synthesize the development of local wisdom–based avatar videos using historical and social approaches to support 21st century educational language learning. The study employed a Systematic Literature Review design. Data were collected from articles indexed in Google Scholar, Scopus, ScienceDirect, and ERIC, focusing on publications from the last five years. Article selection followed the PRISMA 2020 protocol, and the data were analyzed using thematic analysis to identify recurring conceptual patterns and pedagogical implications. The findings reveal that avatar based videos integrated with local wisdom enhance not only linguistic competence but also socio cultural understanding and learner identity formation. The historical approach deepens students’ awareness of language evolution and cultural heritage, while the social approach strengthens contextual communication skills and intercultural sensitivity. The study concludes that integrating avatar technology with historical and social perspectives establishes a culturally responsive digital language learning framework. The implications suggest that educators and instructional designers can adopt culturally grounded avatar media to design more contextual, identity oriented, and socially meaningful language learning experiences in 21st century educational.
Causal Model of the Influence of Instructional Leadership, Teacher Competence, and Work Culture on Educational Quality in Public Junior High Schools Wiwik Widayati; Maryanto; Ngasbun Egar
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.v9i3.99301

Abstract

Improving the quality of education is a strategic challenge that requires synergy between instructional leadership, teacher professionalism, and school work culture. This study aims to analyze the causal model of the influence of instructional leadership, teacher professional competence, and work culture on educational quality. A quantitative approach with a correlational design was used, involving 173 teachers as respondents selected through a proportional random sampling technique. Data were collected using a standardized questionnaire that had been validated and tested for reliability. Data analysis was conducted using descriptive statistics to describe the characteristics of the respondents, correlation analysis to assess the strength of the relationship between variables, and multiple regression to estimate the contribution of independent variables to the variance in educational quality. The results showed that instructional leadership, teacher professional competence, and work culture each had a positive and significant effect on academic quality. The correlation coefficient indicated a strong relationship between the three variables and educational quality, while multiple regression analysis revealed a simultaneous contribution of 57.8% (R² = 0.578) to the variation in academic quality. This study also assessed the instrument's consistency through Cronbach's alpha calculation and conducted tests for the classical assumptions of normality, multicollinearity, and heteroscedasticity to ensure the reliability of the regression estimates. Theoretically, this study enriches the literature on the causal interactions of the three dimensions; practically, the findings are recommended for stakeholders to design key capacity-building interventions.
Utilization of Augmented Reality Media in Listening Learning for Explanatory Texts in Junior High Schools I Putu Krisna Wiryasuta; I Wayan Rasna; Ida Ayu Made Darmayanti
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.v9i3.99572

Abstract

Problems in learning to listen to explanatory texts in junior high schools are identified as the lack of variety in media used, resulting in low student motivation and a limited understanding of the material. The use of learning media, particularly in listening to explanatory texts, still requires further study to determine its effectiveness. This study aims to analyze the use of Augmented Reality (AR)-based learning media in teaching explanatory texts, with a focus on enhancing the listening skills of ninth-grade students. This qualitative descriptive study, employing a case study design, involved 32 students and one teacher as research subjects. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed descriptively qualitatively using the stages of data reduction, data presentation, and verification of findings. The study's results showed that the average score of student responses to AR media was 87.4, falling within the positive category, indicating that the use of AR media significantly increased student motivation, interest, and engagement in learning to listen to explanatory texts. In conclusion, AR media effectively bridges the gap between conventional learning methods and digital learning needs, and supports the implementation of the Independent Curriculum. The implications of this research provide direction for educators to implement innovative technology-based learning media, thereby optimizing the quality and relevance of 21st-century learning.
Utilization of Liveworksheets based Interactive Student Worksheets to Improve Junior High School Students' Learning Outcomes in Writing Explanatory Texts Dyajeng Ayu Permatasari; I Wayan Rasna; Ida Ayu Made Darmayanti
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.v9i3.99604

Abstract

The lack of innovative learning media has resulted in low learning outcomes for ninth-grade students in writing explanatory texts, characterized by low student motivation and engagement in conventional worksheet-based writing lessons. This creates a gap between the expectations of the Independent Curriculum, which emphasizes scientific writing skills with good structure and logic, and the reality in the classroom. This study aims to analyze the use of interactive worksheets based on Liveworksheets in improving writing learning outcomes, as well as exploring changes in student motivation and responses. A two-cycle classroom action research with 38 students as subjects, used observations, writing tests, motivation questionnaires, and interviews as data collection instruments. Data analysis was conducted quantitatively and qualitatively. A comparison of learning outcomes between Cycle I and Cycle II showed improvement for each student. Students who previously obtained a score of 61 (adequate) in cycle I increased to 89 (very good) in cycle II. The increase in the average score of 13.3 points (from 67.4 to 80.7) confirms that the corrective actions taken were effective in improving student learning outcomes. The research results show that interactive media is effective in closing the learning gap and supporting 21st-century writing skills. The implications of this research can be used as a basis for curriculum development and teacher training on a broader scale.
Karawo Art as a Cultural Pedagogy: Exploring the Role of Embroidery in Fostering Cultural Identity and Contextual Learning Mursidah Waty; Soesanto; Eko Haryanto; Eko Sugiarto
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.v9i3.99722

Abstract

Traditional arts often face challenges in maintaining their relevance within modern curricula that are more oriented toward academic achievement. This study aims to analyze and evaluate the role of Karawo art as cultural pedagogy in strengthening identity, fostering creativity, and enhancing students’ social skills. The research employs a qualitative descriptive method with an ethnographic approach. The study involved 17 informants selected through purposive sampling, consisting of 3 artists, 3 Karawo craftsmen, 3 teachers, 6 students, and 2 policymakers. Data were collected through semi-structured in-depth interviews, participant observation in classrooms and community-based activities, as well as document analysis, including curricula, lesson plans, photographs, and videos. The research instruments included interview guidelines, observation sheets, and document analysis forms. Data were analyzed qualitatively through transcription, data reduction, descriptive narrative presentation, as well as thematic and content analysis to identify patterns, themes, and conceptual relationships. The findings reveal that the integration of Karawo art in learning varies, with the main challenges being limited instructional time, teachers’ competencies, and students’ readiness. Nevertheless, The study concludes that Karawo art plays a strategic role as cultural pedagogy relevant to modern education. The implications highlight the importance of developing culture-based curricula, enhancing teachers’ capacities, and strengthening collaboration between schools, communities, and local governments to support cultural preservation through education.
From Digitized to Dialogic Writing: How ICT Literacy Shapes Intertextual Competence in Cyber-Learning Environments Edy Waloyo; Rudi Hartono; Sri Wahyuni; Henrikus Joko Yulianto
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.v9i3.100084

Abstract

This study investigates how ICT literacy influences intertextual competence in digital academic writing. It aims to analyze students’ ability to evaluate, synthesize, and dialogically integrate digital sources in a cyber-learning environment. Employing an explanatory sequential mixed-methods approach, the research collected quantitative data from structured surveys, analyzed using descriptive statistics, and qualitative data from interviews, open-ended questionnaires, and students writing samples, examined through thematic analysis. Findings indicate that while students demonstrate strong ICT skills in accessing and organizing digital information, many face difficulties in critically synthesizing texts, constructing coherent arguments, and positioning themselves epistemically. Sources are often used for citation rather that for constructing meaning. However, when instructional scaffolds such as source-mapping and contrastive reading are applied, students begin to show enhances intertextual awareness. The study concludes that ICT literacy alone does not ensure dialogic academic writing. Instead, writing instruction must incorporate critical, culturally responsive, and dialogic pedagogies to foster intertextual competence. These findings have implication for digital curriculum design and academic writing instruction in online higher education.
The APELOGI Impact: A Strategy to Enhance Senior High School Students' Digital Literacy in the Era of Educational Transformation Sapto Rosadi; Sholeh Hidayat; Enggar Utari
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.v10i1.100160

Abstract

Digital transformation in education demands that students have strong digital literacy as part of 21st-century competencies. This study aims to analyze and test the effectiveness of the APELOGI application in improving the digital literacy of high school students. APELOGI is an interactive Android-based learning application featuring learning videos, offline access to materials, artificial intelligence-based question-and-answer services (Tanya Gemini AI), comprehension exercises via Google Forms, systematic user instructions, and an attractive interface design. This study used a quasi-experimental design with a quantitative approach and involved 10th-grade students as the research sample. Data were collected through pre-test and post-test questionnaires compiled based on digital literacy indicators from the Ministry of Communication and Informatics. Data analysis was conducted using gain score calculations to identify improvements in students' digital literacy skills. The results showed a significant increase in overall digital literacy skills, particularly in the dimensions of digital ethics and digital culture, which were in the high category. These findings indicate that APELOGI is an effective technology-based learning strategy. The implication is that this application can be integrated into learning practices to strengthen students' digital literacy competencies and support the implementation of adaptive, innovative, and sustainable educational transformation.

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