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INDONESIA
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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PBL-Based E-LKPD Using Quizizz to Improve Students' Problem-Solving Abilities Mardiati; Erika Sabila; Sri Zulhayana
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.v10i1.103472

Abstract

The low involvement and independence of students due to the use of conventional LKPD, which is less engaging, and the minimal integration of technology make it difficult for students to solve contextual problems. This study aims to analyze validity, assess practicality, and test the effectiveness of PBL-based E-LKPD assisted by Quizizz to improve students' problem-solving abilities. The method used is Research and Development, using the ADDIE model, and involves eighth-grade students at Khadijah Junior High School. Data collection methods use tests, questionnaires, and interviews. Data were collected through validity, practicality, and effectiveness tests, which were analyzed descriptively. The results show that the validity aspect obtained an average of 88% from material experts and 89.33% from design experts, both of which are categorized as "very valid". The practicality aspect reached 92.38% (individual test), 91.78% (small group), and 90.34% (large group), all of which are categorized as "very practical". Effectiveness based on the average N-Gain score of 0.83 (high category), stating that this media is effective in improving problem-solving abilities. Thus, the Quizizz-assisted PBL-based E-LKPD is a valid, practical, and effective mathematics learning innovation. This research implies that the Quizizz-assisted PBL-based ELKPD developed can help students understand the material well and also improve their problem-solving skills.
Challenges and Solutions in Project-Based Learning to Enhance Speaking Skills with the Expectation Confirmation Model (ECM) Asef Wildan Munfadlila
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.v10i1.104230

Abstract

Many college students still struggle to develop English-speaking skills due to lecturer-centered teaching practices that offer limited opportunities for authentic oral communication. This condition results in low self-confidence, limited fluency, and minimal engagement in communication activities. This study aims to critically evaluate and model the effectiveness of integrating Project-Based Learning (PjBL) with the Expectation Confirmation Model (ECM). This study used a quantitative, explanatory survey design. A total of 150 students were selected proportionally from a population of 250 using stratified random sampling. Data were collected using a Likert-scale questionnaire. The results showed that all constructs met the criteria for convergent validity, discriminant validity, and reliability. Structurally, expectations significantly influenced confirmation; confirmation significantly influenced perceived usefulness and satisfaction; perceived usefulness increased satisfaction; and satisfaction strongly predicted continuance intention. This study concluded that integrating PjBL and ECM is an effective pedagogical framework for addressing speaking skills while strengthening continued learning engagement. The implications of this research indicate that learning strategies that emphasize students' perceptions of usefulness and satisfaction can improve speaking outcomes and encourage long-term learning commitment.
Integrating Local Culture into IPS Learning: Development and Validation of a Contextual LKPD for Elementary School Chumi Zahroul Fitriyah; Dyah Ayu Puspitaningrum; Sita Aprilia Rokhmah
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.v10i1.104546

Abstract

The integration of cultural diversity into learning plays an important role in shaping students' character and cultural awareness from an early age. Through contextual and environmentally relevant learning, students not only understand the material cognitively but also internalize the cultural values that develop in their communities. The learning process that emphasizes local culture also helps students feel closer to the material because it is directly related to their daily experiences. Thus, learning becomes more meaningful and participatory, encouraging active student involvement in the classroom. This study aims to describe the development process and analyze the validity, feasibility, and effectiveness of LKPD based on Jombang local culture in the fourth-grade Social Studies subject with the material of Indonesian cultural richness. The study used the Research and Development method, involving teachers and students as test subjects. It employed data collection methods such as interviews, questionnaires, and learning outcome tests to obtain comprehensive, accurate data. The development stages were carried out systematically, starting with needs analysis, design, and field product trials. The results showed that LKPD was in the very feasible and very practical categories based on expert assessments and user responses, and that it improved student learning outcomes at a moderate level. These findings indicate that LKPD based on Jombang local culture is effective as contextual teaching materials, strengthening understanding of the material and fostering students' cultural identity and character sustainably in elementary schools.
Early Detection of Reading Difficulties: Analysis of the Need for Development of Diagnostic Reading Comprehension Assessment Rini Utari; Yeti Mulyati; Rudi Adi Nugroho; Rosita Rahma; Ayu Widiyani Sigid; Dinda Dwi Pratiwi
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.v10i1.105893

Abstract

Reading comprehension is fundamental to successful learning across all subjects because it is through reading that students build knowledge and develop critical and reflective thinking skills. Various assessment results indicate that students' reading comprehension abilities are still low to moderate, impacting overall academic achievement. This study aims to analyze the implementation and need for diagnostic assessment as a systematic strategy for detecting barriers to student reading comprehension using a qualitative approach and descriptive methods. Data were collected through a literature review and the distribution of questionnaires containing open-ended and closed-ended questions to junior high school students and Indonesian language teachers. The results indicate that teachers and students have positive perceptions of diagnostic assessment because it helps map initial abilities and identify difficulties, such as understanding main ideas, inferences, and vocabulary. However, its implementation is still hampered by time constraints, teacher administrative burdens, and the lack of standardized instruments. Therefore, diagnostic assessment needs to be optimized through ongoing teacher training and the development of valid and reliable instruments. This research contributes to strengthening the concept of diagnostic assessment as a formative and reflective approach, while providing a conceptual and practical basis for contextual, adaptive assessment innovations oriented toward improving national reading literacy in line with the implementation of the Independent Curriculum.
Difficulties in Implementing P5 Learning: Causal Factors and Teacher Strategies in Handling Difficulties Muhammad Rohim Adinugroho; Honest Ummi Kaltsum
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.v10i1.106833

Abstract

The implementation of the Pancasila Student Profile Strengthening Project (P5), an essential component of the Independent Curriculum (Curriculum Merdeka) in elementary schools, still faces various challenges, particularly those related to teachers' limited conceptual understanding and lack of school support. This study aims to examine the challenges teachers face in implementing P5, identify contributing factors, and formulate strategies to address them. This study used a descriptive qualitative approach, with elementary school teachers directly involved in implementing P5 as subjects. Data were collected through in-depth interviews supported by observation and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion. The results showed that the main challenges in implementing P5 included low student cooperation and difficulties managing concurrent project assignments. Teachers addressed these obstacles by providing clear instructions, modeling group-work practices, and offering ongoing mentoring and motivation. The study concluded that these strategies were effective in increasing student motivation, engagement, and active participation in P5 activities. The implication of this research is to support Lev Vygotsky's social-constructivist learning theory, which emphasizes the importance of scaffolding, social interaction, and mentoring in developing learning independence.
Comparative Study of Variations in English Language Teaching Methode in Bilingual Elementary Schools Shella Herliana; Honest Ummi Kaltsum
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.v10i1.107392

Abstract

Some elementary schools still apply conventional, teacher-centered methods in teaching English, which provide limited support for students’ active participation. This study aims to describe the variations of English language teaching methods in lower-grade classrooms, identify the challenges encountered in their implementation, and explain the solutions adopted by teachers. The research employs a descriptive qualitative method with a narrative approach, collecting data through interviews, observations, and documentation. Data analysis uses Spradley’s approach, including data reduction, data display, and conclusion drawing, with credibility ensured through prolonged engagement, triangulation, and member checking to validate the research findings. The results indicate that both schools implement varied and interactive teaching methods supported by digital tools; however, one school still predominantly relies on conventional methods such as lecturing. The main challenges include limited instructional time, students’ characteristics, and teachers’ mastery of teaching methods. The solutions involve the use of rewards, assessment modifications, learning applications, teacher training, and method differentiation. In conclusion, the implementation of English language teaching methods has become more varied and student-centered. The implication is that teachers and schools need to select and combine contextual, student-centered English teaching methods that align with bilingual learners’ characteristics to make learning more effective and meaningful.
Snakes and Ladders Game-Based Flipbook Media to Improve Pancasila Education Learning Outcomes in Grade III Elementary School Students Atikah Abel Firliani; Susilo Tri Widodo
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.v10i1.109636

Abstract

Low learning outcomes, low motivation, and limited student involvement in the learning process continue to characterize problems in Pancasila Education in elementary schools. This study aims to develop a flipbook media based on the Snakes and Ladders game, and to analyze the feasibility and effectiveness of the media in improving the learning outcomes of Pancasila Education for third-grade elementary school students. The research uses a mixed-methods approach with a research and development (R&D) focus across the ADDIE development stages. The study subjects were all 31 third-grade students in an elementary school. Data collection methods used qualitative interviews and observations, and quantitative questionnaires and pretest-posttest tests on the material of rights and obligations in Pancasila Education. Data analysis methods include normality and homogeneity tests, N-Gain calculations, and t-tests using SPSS 25. The results of the study indicate that the flipbook media based on the Snakes and Ladders game is feasible and effective for learning Pancasila Education, as evidenced by an increase in posttest scores relative to the pretest, a moderate N-Gain, and increased student motivation and active involvement. This study implies that the snakes-and-ladders flipbook media can be used more widely in elementary schools and developed to be more interactive. In conclusion, the integration of digital flipbooks with educational snakes and ladders games that combine the principles of multimedia learning and game-based learning in accordance with the characteristics of elementary school students has proven to be feasible and effective in improving learning outcomes in Pancasila Education.
The Implementation of the Curriculum of Love as a Holistic Approach to Enhancing Early Childhood Well-being Ni Wayan Risna Dewi; Ni Made Sri Laksmi
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.v10i2.120197

Abstract

The systematic implementation of a curriculum oriented towards child welfare is still not supported by adequate empirical evidence. Limited research on implementing the Love Curriculum as a holistic pedagogical approach has resulted in a less than optimal understanding of its contribution to improving early childhood welfare. This study aims to analyse the implementation of the Love Curriculum as a holistic approach to improving the welfare of early childhood. The study used a mixed-methods approach with a sequential explanatory design. The study subjects numbered 280 participants, consisting of 5 heads of early childhood education units, 25 teachers, 125 children aged 5-6 years, and 125 parents. Data were collected through questionnaires, observations, interviews, and document analysis using the Love Curriculum implementation observation sheet instruments, child welfare observation instruments, interview guidelines, and documentation. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed with thematic analysis and integrated through joint displays. The results showed that the implementation of the Love Curriculum was in the high category, with positive teacher-child relationships as the highest dimension, while school-family collaboration still needs strengthening. In conclusion, the curriculum implementation supports the creation of a culture of care, play-based learning, a safe learning environment, and increased child engagement and well-being. The research implications suggest that the Love Curriculum can serve as a foundation for developing more humanistic, inclusive, and child-welfare-oriented early childhood education policies and practices.
The Pedagogical Design of Eco-Theology-Based Science Worksheets in Elementary Schools in Mataram City Hamzan; Tutik Dinur Rofiah
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.v10i2.120201

Abstract

The delivery of material still dominates science learning, so the integration of ecological values into contextual and reflective learning experiences has not been fully implemented. This study aims to analyze the construction, implementation, and meaning of ecotheology-based Science Student Worksheets (LKPD) for developing critical and creative thinking skills and environmental awareness among elementary school students. This study uses a qualitative approach with a case study design. The research subjects were 21 participants, comprising 3 school principals, 6 high school science teachers, and 12 students in grades IV–VI, who were purposively selected. Data were collected through semi-structured interviews, observations, and document analysis, using interview guidelines, observation sheets, and document analysis sheets that were validated through expert judgment. Data analysis was carried out using thematic analysis through the stages of data introduction, coding, theme development, theme review, theme definition, and preparation of narrative results. The results of the study indicate that ecotheology-based Science Student Worksheets are designed as a pedagogical space that integrates scientific knowledge, khilāfah, amanah, and mizān values, as well as students' ecological experiences, thereby supporting the contextual development of critical and creative thinking skills and environmental care attitudes. The conclusion is that ecotheology-based Science Student Worksheets are a pedagogical approach that holistically integrates science learning with ecological values. The implications of this study provide a conceptual basis for developing science teaching materials that are reflective, contextual, and oriented towards sustainable environmental education in elementary schools.
The Effect of Mageburan Tradition-Based Learning on Students’ Social Interaction and Collaboration Skills Komang Surya Adnyana; I Wayan Widiana; Gusti Ngurah Arya Yudaparmita
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.v10i1.120496

Abstract

Students’ social interaction and collaboration skills have not yet developed optimally because classroom instruction often provides limited opportunities for meaningful communication, shared responsibility, and collective problem-solving. This condition highlights the need for culturally relevant learning that actively engages students in social and collaborative experiences. Therefore, this study examined the effect of Mageburan tradition-based learning on students’ social interaction and collaboration skills. This study employed a quasi-experimental design using a pretest–posttest control group design involving elementary school students who were assigned to an experimental group receiving Mageburan tradition-based learning and a control group receiving conventional instruction. Data on students’ social interaction and collaboration skills were collected using validated questionnaires and classroom observation sheets. The data were analyzed using descriptive statistics, paired-samples t-tests, independent-samples t-tests, and effect size analysis. The results showed that students who participated in Mageburan tradition-based learning demonstrated significantly greater improvements in social interaction and collaboration skills than those in the control group. Students in the experimental group exhibited better communication, mutual respect, cooperation, shared responsibility, and problem-solving skills during collaborative learning activities. These findings indicate that integrating the Mageburan tradition into social studies instruction not only contributes to the preservation of local cultural heritage but also strengthens students’ social competencies.

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