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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 762 Documents
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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.
Mintzberg’s Five Ps in Motion: Strategic Management and Embodied Character Habituation in Non-Formal Dance Education Otin Martini; Yahfenel Evi Fussalam; Rizki Hamdani
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 10 No. 2 (2026): July - INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v10i2.120507

Abstract

Non-formal arts education still faces challenges in integrating strategic management with character development because managerial practices are often treated separately from the embodied learning experiences through which learners develop discipline, responsibility, confidence, tolerance, and commitment. This study aimed to analyze educational management innovation through Mintzberg’s Five Ps of Strategy and to interpret its relationship with character habituation in a non-formal dance education setting. A qualitative single-case study design was employed involving 23 purposively selected participants, consisting of one institutional leader, two senior trainers, and twenty dancers aged 15–25 years. Data were collected through participant observation, semi-structured interviews, and document analysis using validated observation, interview, and document-analysis guides. The data were analyzed through data condensation, data display, coding, thematic categorization, and conclusion drawing, supported by source triangulation, method triangulation, and member checking. The findings revealed that Plan was manifested through structured intensive training, Ploy through situational strategies for readiness and recovery, Pattern through sustained cross-cultural learning, Position through a distinctive institutional identity, and Perspective through shared values of loyalty, responsibility, and commitment. These practices were associated with the habituation of discipline, courage, confidence, cooperation, tolerance, independence, and responsibility. The study concludes that strategic management in non-formal arts education can function simultaneously as an organizational and educational process, providing a conceptual basis for integrating institutional management, embodied learning, and character development.

Page 77 of 77 | Total Record : 762

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