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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570 Documents
<![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.]]>
<![CDATA[Serial Picture Media Improves Expressive Language Skills and Religious and Moral Values of 4-5 Year Old Children ]]>
<![CDATA[Nurhayati Tine]]>;
<![CDATA[Sulastya Ningsih]]>;
<![CDATA[Sri Wahyuni S. Pongoliu]]>
<![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.v7i3.85058
<![CDATA[The development of language skills of children aged 4-5 years is still not optimal. This is indicated by children having difficulty expressing ideas, constructing sentences, and using simple language. Based on this, this study aims to analyze the effect of serial images on expressive language skills and instilling values in early childhood ages 4-5 years. The type of research the researcher conducts is quantitative research with a quasi-experimental approach or Quasi-experimental Design. The population of this study was all children in class B aged 4-5 years, totalling 50 people. The sampling technique in this study used purposive sampling of 20 people, and each class was divided into two groups. Data collection techniques include observation techniques, tests, and documentation of learning outcomes. The instrument used to collect data is a questionnaire sheet. The research data analysis technique uses inferential statistical analysis. The study results are as follows. First, there is a relationship between serial images and the expressive language skills of early childhood. Second, there is a relationship between expressive language skills and religious and moral values. Third, there is a relationship between serial images and children's ability to draw series and instil religious and ethical values. It is concluded that serial photos can improve children's ability to draw series and instil religious and moral values.]]>
<![CDATA[Interactive Learning Innovation in Archival Material Through the Development of Augmented Reality-Based E-Modules ]]>
<![CDATA[Susan Trinoviorar]]>;
<![CDATA[Ismet]]>;
<![CDATA[Syarifuddin]]>
<![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.v7i3.85085
<![CDATA[The lack of specific teaching materials and adequate textbooks for archival subjects can hinder the student learning process and optimally achieve the Independent Curriculum's objectives. Based on this, this study aims to develop an AR-based e-module on archival material. This type of research uses the Alessi & Trollip development model, which includes the stages of planning, design, and development. The research subjects are material experts, design experts and media experts. The subjects of the research trial involved students. Data collection methods were carried out through interviews, surveys, and tests. The data collection instrument used a questionnaire sheet. Data analysis techniques used qualitative and quantitative descriptive analysis. The effectiveness test used N-gain. The results showed that the AR-based e-module developed was very valid, with a validity score of 83% based on expert review. Practical with a score of 80.14% on the practicality test. The N-gain result was 0.67, which is included in the moderate category. There was a significant increase in student learning outcomes before and after using the AR-based E-module. It was concluded that the augmented reality-based e-module can significantly improve student learning outcomes. The research implies that the augmented reality-based e-module that was developed can be used in learning activities for vocational high school students.]]>
<![CDATA[Open Problem Based Geometry Learning E-Module to Strengthen Creative Thinking Skills ]]>
<![CDATA[I Ketut Suastika]]>;
<![CDATA[Sri Hariyani]]>;
<![CDATA[Nurita Primastya]]>
<![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.v7i3.85173
<![CDATA[Creative thinking is one of the skills that must be developed in the Industrial Revolution 4.0. Students' creative thinking skills still need to be developed. This study aims to create an e-module for learning geometry based on open problems to strengthen the creative thinking skills of PGSD students. This type of research is development research with a design using the Ploom stages. The subjects of the study were PGSD students. The subjects of the small group trial were 18 PGSD students. The data collection method was a questionnaire to obtain quantitative and qualitative data, a trial to test the practicality of the developed e-module, and a Focus Group Discussion (FGD) to collect views and input from material and media experts. The research instruments were a questionnaire and an open-problem competency test. The study results showed that the e-module was validated by media experts, with a percentage of 87%. Material experts validated the e-module, and it showed a rate of 93%. The results of the e-module trial analysis showed that 55% of students met the originality aspect, 28% met the fluency requirements, 72% were flexible, and 83% were elaborative. Teachers should consider e-modules to help increase student interest and engagement. The study's conclusion shows that the developed e-module for geometry learning based on open problem-solving meets the requirements of validity and practicality. The implications of creating an e-module for geometry learning based on open problems for education in general are pedagogy, accessibility, and professional development.]]>
<![CDATA[Non-Cognitive Diagnostic Assessment Instrument of Learning Interest Based on Website for Elementary School Students ]]>
<![CDATA[Hairida]]>;
<![CDATA[Hartoyo, Agung]]>;
<![CDATA[Pranata, Rio]]>;
<![CDATA[Munawar]]>;
<![CDATA[Fatmadiwi, Anggi]]>
<![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.v7i3.85253
<![CDATA[The availability of standard integrated diagnostic assessment tools for measuring students' learning interests with technology for the Entikong border area is not yet available, so an instrument is needed to help educators measure students' initial assessments. This study aimed to analyze non-cognitive diagnostic assessments of website-based learning interests. The Research and Development (R&D) method was used in this study, with three stages of activity, namely Need Analysis & Design, Development, and Evaluation. The subjects of validation were 10 assessment experts and five website graphic experts. A limited trial for practicality testing was carried out during the Evaluation stage. The instruments used were interview guidelines, validity questionnaires, and response questionnaires for practicality testing. Data analysis was quantitative and qualitative, using the Lawshe formula to measure validity. The results showed that the assessment developed had an average CVR value of 0.99 and 1 with a valid category and a practicality test of 93.75% with a convenient category. This study concludes that the non-cognitive diagnostic assessment instrument for website-based learning interests developed meets the requirements for validity and practicality. This research implies that educators can use the website-based non-cognitive diagnostic assessment instrument as a reference in designing learning according to student needs based on the Independent Curriculum.]]>
