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INDONESIA
Journal of Psychology and Instructions
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : 25494589     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Environmental Science
Journal of Psychology and Instruction (JPAI), is an open access international journal which has been established for the dissemination of knowledge in the field of educational psychology and instructions. JPAI is currently accepting manuscripts for publication. In the interest of regional variations and wider impact, quality submissions from non-Indonesian authors are highly welcome.
Arjuna Subject : -
Articles 246 Documents
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Initial design of math apache based-learning in tourism for SMK students Gusti Ayu Dessy Sugiharni; Putu Herny Susanti
Journal of Psychology and Instruction Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v9i3.102712

Abstract

This study aimed to develop a conceptual framework for an Apache-based mathematics learning platform contextualized with the vocational needs of SMK Tourism. The Research and Development (R&D) method with the ADDIE model produces a system design that includes needs analysis, architecture design, and prototype validation. Data collection used questionnaires (524 SMK Tourism students), in-depth interviews (20 teachers), and literature studies related to open-source technology. The results showed that 77.6% of students needed an applied mathematics approach with a tourism case study. The system design was a web-based interactive module (Apache + Moodle) with a contextual quiz feature. Material experts' validation assessed 87% of the content's suitability to the SMK curriculum. Technology experts confirmed technical feasibility with mobile optimization recommendations. Critical findings revealed that this approach effectively solved the gap between abstract mathematical theory and the practical needs of the tourism industry.
Technostress dan Kesejahteraan Psikologis Pada Mahasiswa Asal Daerah 3T Shevanya Christiano Semen Tulak; Arthur Huwae
Journal of Psychology and Instruction Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v9i3.102731

Abstract

Indonesia has 62 underdeveloped, outermost, and disadvantaged (3T) regions, which are located far from urban areas and are scattered throughout the country. This situation forces students to migrate, as migrant students are defined as those who continue their education in different regions due to the uneven distribution of higher education. However, the current reality in Indonesia shows an academic gap experienced by students from 3T areas in facing the challenges of technology use in higher education. This condition can lead to technology-based stress, which subsequently affects their psychological well-being. Therefore, this study aims to examine the relationship between technostress and psychological well-being among students from 3T regions. This research employs a quantitative method with a correlational design. A total of 411 students from 3T areas participated, selected using accidental sampling techniques. The research measurement utilized the technostress scale and the Ryff Scale of Psychological Well-Being (SPWB). The results indicate a negative relationship between technostress and psychological well-being among students from 3T regions (r = -0.467, sig = 0.000, p < 0.01). This means that when there is an increase or decrease in technostress experienced by students from 3T.
Implementation of Inclusive Curriculum in Realizing Child-Friendly Education Fety Dian Andriyani; Banun Hafifah C.K.; Ana Fitrotun Nisa; Akbar Al Masjid; Berliana Heru Cahayani
Journal of Psychology and Instruction Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v9i3.103156

Abstract

This study aims to analyze the implementation of inclusive curriculum management at SD INTIS School Yogyakarta as an effort to realize child-friendly education. This research uses a qualitative descriptive approach with data collection methods through observation, interviews, and documentation. The results show that SD INTIS School Yogyakarta applies an inclusive curriculum model that includes curriculum duplication and modification to accommodate the diversity of student needs. The school also provides services and facilities that support the optimal development of all students. Despite facing challenges related to resources, teacher readiness, and adaptation of learning materials, SD INTIS School Yogyakarta continues to strive to develop an effective and efficient inclusive curriculum management model. The findings of this research are expected to contribute to the development of a comprehensive inclusive curriculum management model and serve as a reference for other schools.
Blended Learning Model in Elementary School : Systematic Literature Review Muhamad Suhardi
Journal of Psychology and Instruction Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v9i3.103319

Abstract

Blended learning model is an approach that combines face-to-face learning with online learning in an integrated manner, allowing for a more flexible and adaptive learning experience. This research aims to analyze learning management in the implementation of Blended Learning model in elementary school through Systematic Literature Review (SLR) approach. Data were collected from seven relevant scientific articles, obtained through a search on Google Scholar in March 2025 with a publication range of 2020-2024. The search began with the keyword "Learning Management", resulting in 31,700 articles, then focused with the addition of the words "Blended Learning Model" and "in Elementary School" until it was filtered to 147 articles. Selection based on inclusion criteria resulted in seven articles that were analyzed further. The results showed that the success of learning management in blended learning is determined by teacher readiness, stakeholder support, and appropriate technology utilization. The three main aspects found include the effectiveness of learning planning and implementation, the role of social environment in supporting students, and the importance of innovation in digital-based evaluation. The implication of this research confirms that blended learning can be a sustainable learning strategy in primary schools if supported by adaptive management, flexible curriculum, and continuous teacher training.
Pengaruh Penggunaan Media Pohon Literasi Terhadap Kemampuan Literasi Peserta Didik Di Sekolah Dasar melyani sari sitepu; Ambar Wulan Sari; Isna Rahmawati; Ika Della Ayu Puspita; Halimah Tussa’diah
Journal of Psychology and Instruction Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v9i3.103689

Abstract

Penelitian ini bertujuan untuk melihat pengaruh media Pohon Literasi terhadap kemampuan literasi peserta didik dalam pembelajaran Bahasa di Sekolah Dasar. Penelitian ini dilatarbelakangi oleh rendahnya kemampuan literasi dan pentingnya keterampilan literasi untuk meningkatkan kualitas pembelajaran bahasa di sekolah. Penelitian menggunakan pendekatan kuantitatif dengan rancangan pretest postest control group desain. Sampel yang digunakan adalah seluruh peserta didik kelas III SD Negeri 050701 Hinai. Instrumen penelitian menggunakan lembar tes. Analisis data dilakukan dengan statistic deskriptif. Hasil penelitian menunjukan terdapat pengaruh penggunaan media pohon literasi terhadap keterampilan literasi peserta didik di SD Negeri 050701 Hinai. Hal ini dibuktikan dengan hasil analisis uji hipotesis Independent T-Test pada taraf signifikansi 5% (0,05) mendapatkan nilai 0.000. Karena nilai signifikan independent T-test < 0,05 (0,000 < 0,05) maka Ha diterima dan Ho ditolak.
Ethnopragmatic Storytelling in Secondary Education: A Qualitative Analysis of Educators' Narrative Techniques in Denpasar City Kadek Adyatna Wedananta; Anak Agung Adi Wiryya Putra
Journal of Psychology and Instruction Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v9i3.104199

Abstract

This qualitative study investigates the utilization of ethnopragmatic storytelling methodologies by secondary educators in Denpasar City, Indonesia. This research utilizes an ethnopragmatic framework to examine the use of storytelling as an educational method by five teachers from two selected high schools, with the objective of imparting curriculum content while preserving cultural values and enhancing student engagement. This study employs in-depth semi-structured interviews and thematic analysis to delineate three primary themes: (1) cultural preservation through narrative pedagogy, (2) enhanced student engagement and comprehension, and (3) challenges in implementation and assessment. The findings demonstrate that ethnopragmatic storytelling successfully integrates local cultural knowledge with formal educational objectives, although educators face challenges in systematic implementation and evaluation. This study contributes to the growing literature on culturally responsive teaching and provides valuable guidance for high school educators seeking to implement narrative techniques.

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