Jurnal Ilmiah Pendidikan Profesi Guru
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at Jurnal Ilmiah Pendidikan Profesi Guru Undiksha. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Jurnal Ilmiah Pendidikan Profesi Guru Undiksha.
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<![CDATA[Fantasy Gymnastics Learning Video Based on Fable Stories to Stimulate the Imagination of Early Childhood ]]>
<![CDATA[Putu Gita Cintya Dewi]]>;
<![CDATA[Putu Aditya Antara]]>;
<![CDATA[Made Vina Arie Paramita]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.81122
<![CDATA[Lack of media or supporting facilities for learning in schools results in delays in children's cognitive development, such as the child's imagination process. Based on this, a study aimed to analyze the Fantasy Gymnastics Learning Video Based on Fable Stories to Stimulate the Imagination of Early Childhood Group B Kindergarten. The subjects in this study were 20 children in group B, with the object of research being the imagination ability of early childhood. The research model used was the ADDIE model. The data collection method used was a questionnaire and observation. The instrument used was a questionnaire sheet. The data analysis technique used was quantitative and qualitative analysis. The results of the feasibility and practicality test of the media obtained very decent results from experts and practitioners. The effectiveness test results showed that H1 was accepted and H0 was rejected, so it can be concluded that the fantasy gymnastics learning video based on fable stories is declared effective in stimulating the development of early childhood imagination. This study implies that the fantasy gymnastics learning video based on fable stories can facilitate students' learning and help teachers achieve more optimal learning goals.]]>
<![CDATA[A High-Level Thinking Test on Science Material for Fifth Grade Elementary School Students ]]>
<![CDATA[I Made Arsana]]>;
<![CDATA[Ida Bagus Putu Arnyana]]>;
<![CDATA[I Made Candiasa]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.74621
<![CDATA[The quality of the instrument that does not apply high-level thinking skills greatly influences students' ability in high-level thinking, which is still lacking. This study aims to create a high-level thinking test in science for grade V elementary school students. The instrument developed is in the form of a descriptive test consisting of 20 questions on Style material. This study is an R&D study with a Formative Research model. The data analysis technique uses quantitative analysis and inferential statistics. The study subjects were experts and practitioners, teachers and elementary school students. The study results obtained a prototype of a high-level thinking test in science consisting of 1 package of science material in a description. The validity of the test obtained 17 valid items. All valid questions are reliable. The test discrimination index obtained 3 questions in the medium category and 14 in the high category. The test item difficulty index is in the medium category. The test parameters' accuracy level obtained 10 questions in the fit category and 7 in the unfit category. A high logit value indicated students' ability to solve questions. The study concludes that the instrument developed can measure students' high-level thinking skills and be used in the learning process. This research implies that the questions that have been developed can be used by teachers to measure the effectiveness of learning according to student needs.]]>
<![CDATA[School Accreditation Strategy: Academic Policy and Integrative Supervision Model ]]>
<![CDATA[Radhiyah]]>;
<![CDATA[Prasetyo, Muhammad Anggung Manumanoso]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.83649
<![CDATA[Suboptimal follow-up of supervision due to minimal reports on learning developments This study aims to analyze school accreditation strategies: academic policies and integrative supervision models. This study uses a qualitative paradigm of case study techniques. Data collection uses observation, interview and documentation review techniques. Data analysis is done through data condensation, data presentation, and conclusion. Informants consist of the principal as a policy maker, senior teachers and accreditation coordinators. The study results show that the implementation of supervision is carried out through the stages of planning, implementation, reflection, evaluation, and follow-up of supervision. Planning activities include forming a supervision team, determining the date of implementation and supervision techniques. The implementation of supervision is carried out through direct observation and analysis of the results of school accreditation. The accreditation strategy begins through the principal's effectiveness and reflects the results of supervision. The study results reveal that the integrative supervision model includes academic, clinical, and transformative supervision. Follow-up supervision through collaborative leadership of the principal involves school residents and the community in making policy directions for improving the learning process through academic supervision as a supporting factor in achieving superior accreditation results. The research has social implications regarding changes in the paradigm of policy managers, such as the fact that accreditation policy is a form of quality assurance that must be achieved seriously by improving educational services, not as an incident or formality.]]>
<![CDATA[The Effect of Constructive Play on Early Childhood Mathematics Skills in Indonesia: A Meta-Analysis ]]>
<![CDATA[Yustinus Wangguway]]>;
<![CDATA[Abineno, Fransina O]]>;
<![CDATA[Yeuw, Fince F.]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.84017
<![CDATA[Many studies have explored the impact of constructive play on early childhood early math skills and have shown mixed results. Therefore, the purpose of this meta-analysis is to re-examine the effect of constructive play on early childhood early math skills. This research is a meta-analysis with a quantitative approach. This study involved the results of research from several researchers obtained through google scholar searches from 2014 to 2024 using the PRISMA stages of identification, screening, eligibility, and inclusion. Data analysis in this meta-analysis research uses the help of the OpenMEE application with stages including publication bias test, heterogeneity test, calculating the effect size of each primary study, and making conclusions from the analysis results. The results of the effect size analysis of 22 studies published in a decade showed that constructive play positively contributed to the overall effect size of the studies in the Very Large category with a value of 3.145. In addition, this study explored the types of constructive play and early math skills of the targeted young children. The most effective type of constructive play was the magnetic board with a value of 7.263. Meanwhile, the targeted early math skill was mathematical logical thinking with a score of 8.138. The findings of this research indicate that constructive games provide a more effective influence and should be applied in improving early childhood early math skills.]]>
<![CDATA[Content Analysis of Student Learning Videos for Teacher Professional Education Programs Based on Gagne's Learning Theory ]]>
<![CDATA[Syahrial]]>;
<![CDATA[Asrial]]>;
<![CDATA[Sabil, Husni]]>;
<![CDATA[Kurniawan, Dwi Agus]]>;
<![CDATA[Nawahdani, Ahmad Mansur]]>;
<![CDATA[Triani, Elza]]>;
<![CDATA[Azzahra, Miftahul Zannah]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.84354
<![CDATA[Lack of ability in using technology has an impact on learning activities that are less innovative and do not keep up with the times. This research aims to analyze the content of learning videos created by students of the Teacher Professional Education Program based on Gagne's learning theory. The research method used is descriptive qualitative with data collection through content analysis of learning videos. Data were analyzed using content analysis methods to identify the implementation of Gagne's nine instructional steps in these videos. The analysis results show that most of the videos succeeded in getting students' attention and conveying the learning objectives clearly at the beginning of the video. However, there are shortcomings in stimulating recall of previous knowledge, providing detailed study guides, providing consistent feedback, and conducting final assessments to measure student understanding. This shows the need for further training in applying Gagne's theory so that learning video content is more effective. The conclusion of this research is the importance of integrating strong learning theories in creating learning materials. With the right support and training, Teacher Professional Education Program students can improve the quality and effectiveness of their learning videos, thereby providing greater benefits to students' future learning processes.]]>
<![CDATA[Wordwall-Based Educational Games to Stimulate Symbolic Thinking Abilities Child ]]>
<![CDATA[Rejabbilaisyah]]>;
<![CDATA[Fitri April Yanti]]>;
<![CDATA[Nesna Agustriana]]>;
<![CDATA[Rendy Wikrama Wardana]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.84465
<![CDATA[The cognitive ability to think symbolically is essential for children's development. However, many teachers still need to provide more stimulation to young children's cognitive ability to think symbolically. This research aims to develop Wordwall-based educational game media and test its suitability as a learning medium to stimulate children's symbolic thinking abilities. This research uses the Research and Development (R&D) method with the development model from Borg and Gall. The research subjects were learning media experts, learning material experts, and kindergarten teachers. The test subjects, namely the trial, consisted of 9 children. The methods used to collect data are questionnaires and observations. The instruments used to collect data were questionnaire sheets and observation sheets. The techniques used to analyze data are qualitative and quantitative descriptive analysis. The research results, namely the results of assessments from media experts, material experts, and teacher assessments, obtained a level of validity in the very appropriate category. The results of child observations also show that this word wall-based educational game media effectively stimulates cognitive development for children aged 5-6 years. It was concluded that Wordwall-based educational game media can boost children's symbolic thinking abilities. The implications of the research are to contribute to the field of early childhood education, especially in developing innovative and effective learning methods to stimulate symbolic thinking abilities.]]>
<![CDATA[Leaderboard as an Element of Gamification and Student Self-Efficacy for Performance Achievement ]]>
<![CDATA[Aris Triwahyu Febriansah]]>;
<![CDATA[Yerry Soepriyanto]]>;
<![CDATA[Muhibuddin Fadhli]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.84477
<![CDATA[Less innovative learning activities have an impact on an unpleasant learning atmosphere. Project-based learning (PjBL) with a gamification approach presents innovative learning to increase motivation, engagement, and achievement of learner performance. As a gamification mechanism, the leaderboard provides feedback by reporting learner achievement and progress. This study aims to comprehensively analyze and provide evidence of the effect of the use of leaderboards and students' self-efficacy levels on their performance achievement in project-based learning. This study uses Quasi-experimental quantitative method with 2x3 factorial experimental design. The research sample consisted of 94 undergraduate students who took the Interactive Multimedia course. The data collection method used observation and questionnaires. The research instrument used a questionnaire sheet. Data were analyzed with inferential statistics using a two-way ANOVA test. The results showed a significant difference in the average performance score between the class that used the leaderboard and the class that did not use the leaderboard. The application of the leaderboard mechanism as a gamification method has a positive impact on students' learning achievement in project-based learning. The results also show that the level of self-efficacy has a significant impact on student achievement.]]>
<![CDATA[Enterpreneurhip Modules in Shaping Enterprenerical Character in Elementary Schools ]]>
<![CDATA[Sofwan, Muhammad]]>;
<![CDATA[Budiono, Hendra]]>;
<![CDATA[Khoirunnisa]]>;
<![CDATA[Pamela, Issaura Sherly]]>;
<![CDATA[Alirmansyah]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.84808
<![CDATA[The current condition of entrepreneurial activities to form entrepreneurial character has yet to be optimally implemented at the elementary school level. This is evident in elementary schools where entrepreneurial activities have not been appropriately programmed, one of which is the absence of an entrepreneurship module. This study aims to develop an entrepreneurship module for forming entrepreneurial character in elementary schools. This research is a research and development. Product development uses the ADDIE model. The subjects of the study were media validators, content validators, language validators, and teachers. The trial subjects were 25 elementary school students. The methods used in collecting data were observation, interviews, and questionnaires. Data collection instruments were questionnaire validation and practicality questionnaires. The techniques used to analyze data were qualitative descriptive analysis and quantitative descriptive analysis. The study results showed that the developed entrepreneurship module had an average validity level of 87.5% with a very valid category and a practicality level of 94.5% with a very practical category. It can be concluded that the entrepreneurship module product in forming entrepreneurial character in elementary schools is feasible to use in the learning process.]]>
<![CDATA[Prezi-Based Learning Media Improves Understanding of Content and Messages from Fairy Tales for Third Grade Elementary School Students ]]>
<![CDATA[Tantri Widyastuti]]>;
<![CDATA[Sukarir Nuryanto]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.84818
<![CDATA[Problems often occur in the field because learning media are unavailable or must meet curriculum needs. This has an impact on students' abilities and understanding, which need to be improved. Based on this, this study aims to develop Prezi-based learning media to improve understanding of the content and messages of fairy tales for grade III Elementary School students. This research method is the Research and Development research method using the Research Procedure according to Borg & Gall. Expert validators are media experts and material experts. Teachers and students carry out practical tests. Small-scale product trials using 8 grade III students and large group trials using 23 students. Data collection methods include observation, interviews, questionnaires, documentation, and tests. The research instrument is a questionnaire. The data analysis techniques used are qualitative, quantitative, descriptive analysis, and inferential statistics. The study showed that material experts' results at the product validation stage obtained a score of 90.9%, and media experts obtained a score of 85.4%, which was included in the very feasible category. The effectiveness of the media was tested by calculating the initial and final test scores using a paired t-test to obtain differences in student abilities and learning outcomes before and after implementing Prezi-based learning media. It is concluded that Prezi-based learning media can improve students' abilities to understand fairy tale material and can convey fairy tale messages in Indonesian language learning content.]]>
<![CDATA[Application of the Joyfull Learning Model in Sociology Learning in High School ]]>
<![CDATA[Taqwa, Ridhah]]>;
<![CDATA[Erna Retna Safitri]]>;
<![CDATA[Yulasteriyani]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 3 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jippg.v7i3.84917
<![CDATA[Students have different backgrounds regarding social concepts so teachers have difficulty finding the right teaching method. Sociology learning is too theoretical and less relevant. As a result, the objectives of sociology learning cannot be achieved properly. Therefore, sociology learning needs to use a participatory and interesting approach so as to increase student motivation to learn. This research was conducted with a qualitative approach which aims to describe the implementation of the model fun learning in studying sociology at high schools in the cities of Pagar Alam and Muara Enim. The research method is participatory qualitative with teacher and student respondents. Data collection was carried out by observation, interviews and tests. Data analysis was carried out qualitatively, both in data presentation and interpretation. The research results show that sociology learning still uses conventional learning models with approaches teacher-centered. The learning method used is mostly lectures and minimal use of technology. As many as 74% of students expressed their readiness to accept more innovative, interactive and facilitative learning models that can provide fun and effective learning. The results of research on the implementation of learning using the joyful learning model show that there is an increase in knowledge of 36.5%, which means that the model joyful learning effectively used in sociology learning. The implications of this research are Schools need to support teacher training and provide adequate learning facilities to support the effective implementation of this model.]]>
