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Jurnal Ilmiah Pendidikan Profesi Guru
Published by Universitas Pendidikan Ganesha
ISSN : 26215713     EISSN : 26215705     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 14 Documents
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Search results for , issue "Vol. 8 No. 2 (2025): August" : 14 Documents clear
The Influence of the PjBL Learning Model on Improving Motivation and Learning Outcomes of Fifth Grade Elementary School Students Handayani, Tri Emy; Nissa, Ana Fitrotun; Masjid, Akbar Al
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i2.102764

Abstract

Education is a crucial tool for developing high-quality, competitive human resources in the global era. In the The learning process in the classroom still tends to be conventional. Teachers are more dominant in using lecture methods and giving assignments. This causes students to be passive, less involved in the learning process, and has an impact on low motivation and learning outcomes. This study aims to analyze the application of the Project-Based Learning (PjBL) model on the learning motivation and science learning outcomes of fifth-grade elementary school students on the topic of ecosystems. This study uses a quantitative approach with a quasi-experimental design, namely the Nonequivalent Control Group Design. This study involved two elementary schools with 15 students, designated as the experimental group, who received learning through the Project-Based Learning (PjBL) model. Another elementary school with 14 students became the control group, which received conventional learning methods. Data collection was carried out through pretests and posttests for learning outcomes, as well as motivation questionnaires administered before and after the learning session. The collected data were analyzed statistically through several stages: normality and homogeneity tests, independent sample t-tests, and N-Gain tests. The main results of this study indicate that the Project-Based Learning (PjBL) model is more effective in improving fifth-grade students' science learning outcomes on the topic of ecosystems compared to conventional teaching methods. The implications of this research emphasize the importance of implementing an innovative, student-centered learning model, so that teachers no longer act as the sole source of information, but rather as facilitators who guide students in exploring and discovering knowledge through real experiences.
Reclaiming Local History for the Development of Historical Consciousness Asril; Ahmal; Nurdiansyah; Pernantah, Piki Setri
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i2.102774

Abstract

Local history is often marginalized within the grand narrative of national history, resulting in the underrepresentation of regional cultural identities in the collective memory. This condition contributes to the low level of students’ historical consciousness rooted in local experiences and wisdom. This study aims to critically analyze, evaluate the relevance, and formulate a model for integrating local historical heritage into history learning in order to foster historical awareness, cultivate reflective attitudes, and promote the decolonization of knowledge through the application of critical pedagogy. The research employed a qualitative approach with a case study design. The subjects consisted of 6 history teachers, 5 traditional leaders, and 45 high school students, while the research instruments included interview guides, observation sheets, and document analysis formats. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using thematic triangulation techniques to ensure the validity of the findings. The results show that the integration of local history can transform students’ roles from passive recipients into active meaning-makers, strengthen historical consciousness, and create space for critical reflection on dominant historical narratives. The study concludes that history learning based on critical pedagogy can serve as an effective strategy to address the marginalization of local history while simultaneously reinforcing students’ cultural identity. The implications highlight the importance of developing inclusive curricula and transformative pedagogical practices that are relevant to local cultural contexts and enrich the theoretical discourse of critical pedagogy.
Technology-Based English Material to Maintain Expatriates’ Native Language in Public Elementary Schools Ni Putu Dian Utami Dewi
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i2.102789

Abstract

The problem in this study arises from the incompatibility of English learning materials in Indonesian public schools with the linguistic needs of expatriate students, whose first language is English. The dominance of Bahasa Indonesia in the school environment further increases the risk of language shift among expatriate students, which may weaken their mother tongue maintenance. The main purpose of this research is to critically analyze the needs of technology-based English learning materials for expatriate students in order to formulate a conceptual framework that supports the preservation of their mother tongue while enhancing their academic competencies. This research employed a qualitative approach with a case study design. The subjects consisted of three expatriate students and their parents, as well as two English teachers. Data were collected through observation, interviews, and document study, supported by structured guidelines as research instruments. Data were analyzed using a combination of the CIPP (Context, Input, Process, Product) evaluation model and the OEM (Organizational Element Model). The results of the study confirm that technology-based English language materials need to be supported by a clear conceptual framework, readiness on the part of students, parents, and teachers, adequate infrastructure, and the ability to improve the English language skills of expatriate students. The conclusion emphasizes that technology-based English learning materials play a crucial role in bridging the gap between academic needs and mother tongue maintenance for expatriate students. The implication of this study suggests that schools should adopt more inclusive and multicultural learning strategies supported by digital innovation.
Rationalization of Curriculum Implementation Based on Local Wisdom of Sad Kerthi Candrawati, Putu; Paramartha , Wayan; Suasthi, I Gusti Ayu
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i2.102988

Abstract

This research is motivated by the suboptimal implementation of the Sad Kerthi local wisdom-based curriculum, resulting in the lack of full internalization of local wisdom values in the learning process. Furthermore, there are still challenges in integrating global education principles with local wisdom to align with the needs of students in the modern era. The main objective of this research is to analyze the implementation of the Sad Kerthi local wisdom-based curriculum to strengthen the relevance, effectiveness, and sustainability of education that aligns with local cultural values and global challenges. The object of this research is the philosophy of life of the Balinese people, which includes six main values. The research was designed as a qualitative study with a case study method. Data were collected through participatory observation, structured interviews, and document analysis. The results show that the rationale for implementing the Sad Kerthi local wisdom-based curriculum at GSB is based on the need to integrate Balinese local cultural values into modern education that is holistic, ecological, and sustainable. The results of this study indicate that students are better able to understand the connection between modern knowledge and Balinese local wisdom values, thus creating contextual, sustainable learning that is oriented towards cultural and environmental preservation. The implication is that implementing a curriculum that integrates local wisdom values can strengthen students' cultural identity while fostering concern for the environment and sustainable living.

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