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Mimbar Ilmu
Published by Universitas Pendidikan Ganesha
ISSN : 1829877X     EISSN : 26859033     DOI : 10.23887/mi
Core Subject : Education,
Education
Mimbar Ilmu is published by Research and Community Service Institution Universitas Pendidikan Ganesha. Mimbar Ilmu aims at becoming the publication center of education researches in instruction, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and educational development. It is published twice a year in April and October.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 613 Documents
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Artificial Intelligence as a Learning Assistant: Child with Intellectual Disability Distinguish the Letters B and D Sumartini; Budi Susetyo; Iding Tarsidi
Mimbar Ilmu Vol. 31 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v31i1.106045

Abstract

Inclusive education requires learning services that are able to accommodate the needs of all students, including students with intellectual disabilities. One of the common problems experienced by students with intellectual disabilities is difficulty distinguishing the letters b and d due to the visual similarity between the two letters. This condition affects students’ basic literacy skills, particularly in reading and writing. The use of Artificial Intelligence (AI) in learning is considered to have the potential to create more adaptive, interactive, and student-centered learning media for students with special needs. This study aimed to analyze the effectiveness of AI-based learning media in improving students’ ability to distinguish the letters b and d. The study employed a Research and Development (R&D) approach using the ADDIE model. The research subjects consisted of five fifth-grade students with intellectual disabilities. Data were collected through observations, interviews, literacy tests, and documentation. The research instruments included student engagement observation sheets, interview guidelines, and pre-test and post-test questions. Data were analyzed using descriptive quantitative and qualitative techniques by comparing students’ abilities before and after the implementation of AI-based learning media. The findings revealed an improvement in students’ ability to recognize and write the letters b and d, indicated by an average score increase of 30% from pre-test to post-test. In addition, students demonstrated higher motivation, participation, and engagement during the learning process. This study concludes that AI-based learning media are effective in supporting the development of basic literacy skills among students with intellectual disabilities and have implications for the implementation of more adaptive and interactive inclusive learning practices.
Textbooks Based a Culturally Responsive Teaching Approach for IPAS Learning of Elementary School Azizah Thalib; Nuraini; Sinta Satria Dewi Pendit; Sisriawan Lapasere; Roberto Rolly Bolalong; Sri Wahyuni; Rosnadi
Mimbar Ilmu Vol. 31 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v31i1.106472

Abstract

The limited availability of instructional resources that integrate local culture, language, and students’ experiences in science and social studies (IPAS) has made it difficult for teachers to implement the Culturally Responsive Teaching (CRT) approach, despite its significant potential to enhance learning quality. This study aims to develop and examine the feasibility, practicality, and effectiveness of a CRT-based textbook (BUDIPAS) in improving students’ learning outcomes. This research employs a development design using the ADDIE model, which consists of five stages: Analyze, Design, Development, Implementation, and Evaluation. The research subjects include material experts, media experts, cultural experts, language experts, and elementary school students. Data were collected through expert validation sheets, practicality questionnaires, and student learning outcome tests. Data analysis was conducted using descriptive quantitative and inferential statistics through a t-test. The results indicate that the developed textbook achieved a “very good” category in terms of feasibility based on expert evaluations and was considered highly practical by both teachers and students. The effectiveness test showed a significance value of 0.000 (p < 0.05), indicating that the use of BUDIPAS significantly improves students’ learning outcomes. Therefore, the CRT-based textbook is proven to be effective and has implications for fostering more meaningful, contextual, and responsive learning aligned with students’ characteristics.
Character Education in Project-Based Learning to Foster Student’s Scientific Literacy and Independent Character Ni Made Dyan Anggraeni; I Gede Astawan; Arina Zaida Ilma
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.89096

Abstract

This study addresses the problem of low scientific literacy and learning independence among students. One of the main contributing factors is the lack of a holistic approach in science education. The study aims to examine the effectiveness of the Project-Based Learning (PjBL) model integrated with character education in fostering scientific literacy and student independence in the Primary School Teacher Education (Pendidikan Guru Sekolah Dasar/PGSD) program. The study employed a quasi-experimental method with a non-equivalent posttest-only control group design. The independent variable was the instructional model (PjBL integrated with character education versus conventional learning), while the dependent variables were scientific literacy and student independence. The population of this study consisted of second-semester students from seven classes, with two classes selected through group random sampling, one as the experimental group and one as the control group. Data on scientific literacy were collected through a test, while student independence was measured using a questionnaire. Data were analyzed using descriptive and inferential statistics with MANOVA. The results revealed significant differences, both simultaneously and partially, between students taught using the PjBL model integrated with character education and those taught through conventional methods. The integrated PjBL model proved to be more effective in improving students’ scientific literacy and independence. The practical implication of this study is that educators may integrate character education into project-based learning to strengthen scientific literacy while fostering student independence.
Guidance Strategy and Utilization of Artificial Intelligence (AI) in Writing Scientific Articles for Undergraduate Nursing Students Moh. Zainudin; Eka Nurjanah
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.101298

Abstract

Scientific article writing is a crucial competence for students in the AI-driven digital era. However, many students still struggle with idea organization, scientific reasoning, and academic language, highlighting the need for adaptive writing guidance. This study aims to analyze students’ perceptions and experiences of academic writing supervision and the use of AI in supporting the writing process. This study aims to analyze students’ perceptions and experiences of academic writing supervision and to explore the use of AI in supporting the scientific writing process. This study employed a descriptive qualitative approach involving undergraduate students who met the inclusion criteria, namely having experience in academic writing supervision and using AI tools in writing scientific articles. Data were collected through semi-structured interviews, observations, and document analysis, using interview guides, observation sheets, and relevant documents as research instruments. Data analysis was conducted through data reduction, data display, and conclusion drawing with verification. The findings indicate that structured and dialogic supervision enhances student engagement and understanding of scientific writing processes. AI use effectively supports idea development and language revision but requires ethical guidance. Integrating humanistic academic supervision with targeted AI use can sustainably improve scientific writing quality and strengthen curricula, lecturers’ competencies, and students’ digital literacy in higher education.
Contextualizing Kaili Cultural Symbols in the Oral Tradition of Mantra Balia in Central Sulawesi Agustan; Dwi Septiwiharti; Rosmiani; Ade Asih Susiari Tantri
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.101474

Abstract

The purpose of this study is to discover and describe the contextualization of the Kaili ethnic group's balia mantra symbol in Palu, Central Sulawesi – Indonesia, which includes (1) contextualization of the form, meaning, and function of the balia mantra symbol in terms of tradition, (2) contextualization of the form, meaning, and function of the balia mantra symbol in terms of values, and (3) contextualization of the form, meaning, and function of the balia mantra symbol in terms of aesthetics. This research is an ethnographic study with an interdisciplinary approach. The research data consists of photographic documentation, recordings, and facts from the research location. Data collection activities were carried out using observation techniques, field notes, in-depth interviews, recordings, and documentation. Data analysis techniques used objective hermeneutics, divided into two procedures: (1) chain analysis and (2) detailed analysis. Data validity was ensured through triangulation at each stage of the research, research tools, and clarification of research findings with informants, namely the mantra practitioners known as Sando in the traditional ceremonies of the Kaili ethnic group. To authenticate the research results, focused group discussions and external auditors were conducted. The research findings are the form, meaning, and function of the balia mantra contextualized within the aspects of Kaili tradition, values, and aesthetics. Theoretically, this research strengthens the metapragmasemiotic approach by contextualizing the balia mantra within three aspects: tradition, values, and aesthetics. Practically, these findings are beneficial for universities related to linguistic education, which develop interdisciplinary knowledge by integrating metalinguistics, pragmatics, and semiotics into a metapragmasemiotic approach.
Unpacking Academic Stress among Undergraduate Students during Thesis Writing: A Qualitative Study of Stressors, Stages, and Institutional Challenges Luh Dewi Pusparini; I Gede Yoga Permana; Ni Wayan Surya Mahayanti
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.102474

Abstract

Academic stress has become a prevalent issue among undergraduate students, particularly during the thesis writing stage, which often represents the culmination of their academic journey. The demanding nature of research tasks, coupled with institutional expectations and limited supervisory support, can significantly affect students’ psychological well-being and academic performance. This study aims to examine the factors contributing to academic stress during the thesis writing process and explore how these challenges shape students’ overall academic experience. Using a qualitative approach, data were collected through in-depth interviews with ten undergraduate students who experienced delays in completing their theses. Thematic analysis was employed to identify recuring patterns related to stress triggers and coping mechanisms. The findings reveal that time management difficulties, the complexity of research procedures, and conflicting supervisory expectations are the major sources of academic stress. Emotional exhaustion and decreased confidence were also found to hinder students’ progress. The study concludes that academic institutions should strengthen support systems by offering structured thesis guidance, clear communication channels, and time management training. These interventions can reduce stress levels and promote a healthier, more supportive environment for academic achievement.
Counseling as a Strategic Intervention for Mitigating the Consequences of Marital Dissolution among Secondary School Teachers Jamila YUSUF; Mustapha Shina Ahmed; Habeebah Bolanle YAHYA-ABDULKAREEM; Habibat Bolanle ABDULKAREEM
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.102666

Abstract

Marital dissolution among secondary school teachers is a growing concern with far-reaching emotional, social, and professional consequences. The demands of the teaching profession, coupled with financial pressures and work-life conflicts, often contribute to relationship breakdowns, leaving affected teachers vulnerable to stress, stigma, and decreased job performance. This paper explores the impact of marital dissolution on teachers. The study adopted a descriptive survey design with a quantitative approach. The research instrument consisted of a structured questionnaire divided into several sections: demographic information, stressful life events, coping resources, personal perceptions, and adaptation outcomes. Data analysis was conducted using both descriptive and inferential statistical techniques. The result found counseling provides emotional support, stress management techniques, problem-solving skills, and referrals to essential resources such as legal aid and financial advisors. Addressing marital dissolution through targeted counseling interventions will not only enhance teachers' well-being but also improve their overall effectiveness in the classroom. It is therefore suggested that teachers should prioritize communication in their marriage.  Open and honest communication is key to a healthy marriage. Teachers should set aside time to discuss feelings, resolve conflicts early, and actively listen to their partners. Clear communication strengthens emotional bonds and prevents misunderstandings that can lead to marital breakdown.
The Mechanisms of Symbolic Violence against Learners with Disabilities in an Inclusive Primary School in View of Pierre Bourdieu's Theory Nur Mashlichah Ilma; Kemil Wachidah
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.102976

Abstract

Education, particularly inclusive education, should uphold equality and respect for diversity. However, symbolic violence against students with disabilities continues to occur in subtle and often unrecognized ways, affecting their psychological well-being and participation in learning. This phenomenon is driven by inequalities in social, cultural, and economic capital that shape unequal power relations within schools. This study aims to analyze the mechanisms of symbolic violence experienced by students with disabilities based on Pierre Bourdieu’s theory, particularly through the concepts of habitus, capital, and arena. The research employed a qualitative approach with a case study design. The participants included sixth-grade teachers and students, both with and without disabilities. Data were collected through observation, interviews, questionnaires, and documentation using instruments in the form of observation sheets, interview guidelines, and questionnaires based on the indicators of habitus, capital, and arena. Data were analyzed using the Miles and Huberman model, involving data reduction, data display, and conclusion drawing, with triangulation techniques to ensure validity. The findings reveal that symbolic violence operates subtly through the internalization of subordinative habitus, unequal access to capital, and school policies and practices that reproduce injustice. This study underscores the need for structural and cultural transformation in inclusive education to achieve authentic equity and encourages schools to reconstruct policies, instructional practices, and interactional cultures in more reflective and non-discriminatory ways.
Smart Education for Sustainable Future: Technology Integration in Achieving the 2030 SDGs in Indonesia Ceceng Saepulmilah; Luqman Al-Hakim Musthafa; Tatang Muh Nasir; A. Heris Hermawan; Angga Yogaswara; Muhamad Yasir; Dadang Komara
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.103406

Abstract

In the era of the Industrial Revolution 4.0, the integration of digital technology in education has become essential. Smart Education emerges as an ICT-based innovation to promote effective, flexible, and future-oriented learning. This study aims to analyze the role and implementation strategies of Smart Education in Indonesia in accelerating the achievement of the 2030 SDGs, particularly in improving education quality, expanding access, and strengthening digital literacy, using a quantitative survey design. A quantitative approach with a survey design was employed. Data were collected through a questionnaire developed based on Smart Education indicators, including digital infrastructure, human resource competence, policy and regulatory frameworks, as well as collaboration and innovation. Instrument validity and reliability were examined using item–total correlation analysis and Cronbach’s Alpha. The findings indicate that Smart Education contributes significantly to the acceleration of the 2030 SDGs, especially Goal 4 on quality education. More than seventy percent of respondents reported tangible benefits, including improved access to digital learning resources, increased learning flexibility, and greater time efficiency. Multiple linear regression analysis revealed that all examined factors had significant effects, with human resource competence showing the strongest correlation (r = 0.72). The study’s implications highlight the need to prioritize policies that strengthen digital competencies, ensure equitable technological infrastructure, and develop adaptive regulations to support sustainable, inclusive, and future-oriented Smart Education implementation.
Growth Mindset Mediates the Influence of Social Support on Interest in Continuing Higher Education Sukron Makmun; Mustari Mustari; Imam Suyitno; Ahmad Jamalong; Najamuddin Najamuddin; Romansyah Sahabuddin
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.103408

Abstract

Developing superior human resources through higher education is one of the keys to a nation's progress, but public interest in continuing higher education remains a challenge in several regions in Indonesia. This study aims to examine the impact of social support on interest in continuing higher education, as well as the mediating role of growth mindset in this relationship. This quantitative study, using a survey approach, was conducted involving 390 active university students as a randomly selected sample. Data were collected through questionnaires and analyzed using Structural Equation Modeling - Partial Least Squares (SEM-PLS). The results showed that social support has a positive and significant influence on interest in continuing higher education. Social support was also shown to significantly increase growth mindset. The most crucial finding is that growth mindset fully mediates the effect of social support on interest in continuing higher education. This means that although social support is important, its impact on interest in continuing higher education is greatly strengthened when the support is internalized into higher self-confidence in the individual. The results of the model goodness-of-fit evaluation indicate that a proportion of the growth mindset variable can be explained by social support of 61.9%, and interest in continuing higher education is explained by social support and growth mindset by 55.6%. The implications of this research highlight the importance of educational policies and intervention programs that focus not only on providing social support but also strategically strengthen individual growth mindsets to increase higher education participation.

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