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INDONESIA
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 618 Documents
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The Effectiveness of CALL-Based Quizizz in Improving Students’ Arabic Listening Skills Aghnia Zahra Ramadhani; Haeruddin Haeruddin; Haeriyyah Haeriyyah; Zuhriah Zuhriah
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.107132

Abstract

The low level of Arabic listening skills among elementary school students remains a persistent issue due to the dominance of conventional teaching methods that provide limited interaction and feedback. This study aims to analyze and evaluate the effectiveness of Quizizz Paper Mode based on Computer-Assisted Language Learning (CALL) in improving students’ Arabic listening skills. This study employed a quantitative approach using a one-group pretest–posttest design. The research subjects consisted of 22 fifth-grade students selected as the experimental group. Data were collected through listening comprehension tests administered during the pretest and posttest stages, as well as a Likert-scale questionnaire to examine students’ perceptions of the learning media used. The primary research instrument was a listening test integrated with Quizizz Paper Mode using Q-Card. Data were analyzed using descriptive statistical techniques. The results indicate that the implementation of Quizizz Paper Mode significantly improved students’ listening skills and increased their engagement during the learning process. Students also demonstrated positive perceptions regarding comprehension, motivation, and the ease of use of the learning media. These findings suggest that Quizizz Paper Mode serves as an effective and interactive learning medium for strengthening Arabic listening skills at the elementary school level. The study implies that the integration of gamification with a Computer-Assisted Language Learning (CALL) approach can support more engaging listening instruction and provide practical guidance for teachers in developing interactive language learning environments.
Pedagogical Competence of Christian Religious Education Teachers in Implementing the Merdeka Curriculum in Indonesia Dwi Ariefin; Mariani Harmadi; Mareyke Maritje Wagey Tairas; Dwi Anugrahani Handayani
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.107706

Abstract

The Independent Curriculum demands a shift in educational emphasis toward creative, innovative, and differentiated learning across the dimensions of planning, implementation, and assessment. However, nationally, empirical data on the pedagogical competence of Christian Religious Education (CRE) teachers in implementing this curriculum is still limited. This study aims to identify the pedagogical competence of Christian Religious Education (CRE) teachers in classroom learning within the context of the Independent Curriculum. This research is a quantitative study with a national survey design. Data were collected through an online questionnaire distributed to 164 Christian Religious Education (CRE) teachers at the junior high school level selected from a total population of 8,770 Christian Religious Education (CRE) teachers in Indonesia. The research instrument was a pedagogical competency questionnaire covering three main dimensions: planning, implementation, and assessment of learning. Data analysis used descriptive and inferential statistics. The results show that the pedagogical competence of Christian Religious Education (CRE) teachers is in the high and very high categories. Teachers who are not tied to the old curriculum pattern tend to be more flexible in adopting innovative learning procedures. In the context of Christian Religious Education, pedagogical competence encompasses not only the technical aspects of learning but also the responsibility to guide students' holistic development. The implications of this research emphasize that strengthening the pedagogical competence of Christian Religious Education teachers needs to be directed toward ongoing professional, reflective, and spiritual development to support the successful implementation of the Independent Curriculum.
Nutrition Management via Mini Farms to Prevent Stunting among 4–6 Year Olds Sutinah; Anita Chandra Dewi Sagala; Ngatmini
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.108023

Abstract

Stunting is a chronic nutritional problem that continues to require comprehensive management in Indonesia, particularly in rural areas, despite a declining prevalence trend. Limited family nutrition literacy, low dietary diversity, and suboptimal utilization of local food resources place young children at risk of growth impairment. This study aimed to develop, examine, and critically evaluate a family-based nutrition management model through Mini Farms as a strategy for stunting prevention among children aged 4–6 years. The study employed a Research and Development approach using the ADDIE model with a one-group pretest–posttest design. Participants comprised ten children, two teachers, and ten parents from a rural early childhood education (PAUD) setting. Data were collected through expert validation questionnaires, practicality questionnaires, observations of Mini Farm implementation, pre- and post-intervention anthropometric measurements, and documentation. Research instruments included expert validation sheets, practicality questionnaires, observation checklists, and anthropometric measurement tools analyzed using WHO Z-score standards. Data analysis involved descriptive analysis to assess product validity and practicality and systematic comparison of conditions before and after the intervention. The findings indicate that the Mini Farm model meets good validity criteria and contributes to improved availability of fresh foods and strengthened family engagement. In conclusion, the Mini Farm model is considered feasible, practical, and potentially effective as a family nutrition management strategy for stunting prevention.
Interactive Media with A Generative Learning Model based on SETS to Improve Students' Critical Thinking Skills Michelly Fathimatuzzahra Suhengki; Akmam Akmam; Suhengki; Desnita; Fatni Mufit
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.108882

Abstract

Quality education is a key factor in producing competent human resources capable of addressing the challenges posed by the rapid advancement of science and technology in the era of globalization. In the context of 21st-century learning, students are not only required to master conceptual knowledge but also to develop various higher-order thinking skills, one of which is critical thinking. Based on this premise, this study aims to develop an interactive learning media using the Generative Learning Model with a Science, Environment, Technology, and Society (SETS) approach to enhance students’ critical thinking skills. This study employed a Research and Development (R&D) design using the ADDIE Model. The research sample consisted of 49 senior high school students. The research subjects included five learning media experts, while the trial participants consisted of three physics teachers and 52 tenth-grade students. Data were collected using questionnaires and tests, with instruments consisting of questionnaire sheets and test items. Data analysis techniques included qualitative descriptive analysis, quantitative descriptive analysis, and inferential statistical analysis. The results indicate that the developed interactive learning media based on the Generative Learning Model with the Science, Environment, Technology, and Society (SETS) approach demonstrates a very high level of feasibility in terms of validity, practicality, and effectiveness. Based on these findings, it can be concluded that the interactive renewable energy learning media developed through the Generative Learning Model and Science, Environment, Technology, and Society (SETS) approach is effective in improving students’ critical thinking skills.
A Comparative Study on the Effectiveness of Teacher and Automated Corrective Feedback in Recount Text Writing Putu Santi Oktarina; Ni Wayan Satri Adnyani; Ni Luh Putu Gayatri
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.109556

Abstract

Writing is one of the most challenging language skills for learners of English as a Foreign Language, particularly at the secondary school level, where limited instructional time and large class sizes often hinder the provision of effective individualized feedback. This condition creates a need for alternative feedback strategies that are both efficient and pedagogically sound. This study aimed to analyze and compare the effectiveness of automated written corrective feedback based on artificial intelligence. The study employed a quantitative approach using a quasi-experimental non-equivalent control group pretest–posttest design. The participants consisted of 82 eighth-grade students divided into two intact classes, with 40 students assigned to the control group and 42 students to the experimental group. Data were collected through recount text writing tests administered as pretests and posttests, using an analytic scoring rubric covering content, organization, vocabulary, grammar, and mechanics. Data analysis was conducted using descriptive statistics and an independent samples t-test at a significance level of 0.05. The results indicated no statistically significant difference in recount text writing ability between students who received Automated Written Corrective Feedback and those who received teacher-provided Written Corrective Feedback. These findings suggest that both types of feedback are relatively equivalent in supporting the development of students’ writing skills. Overall, the study concludes that both AWCF and WCF can be flexibly implemented in writing instruction, with the implication that AI-based feedback technologies represent a viable alternative in contexts characterized by limited instructional resources.
Improving the Quality of Natural and Social Sciences (IPAS) Learning through a Socio-Scientific Approach to Critical Thinking and Learning Motivation Dewa Putu Reza Setiawan; I Wayan Kertih; I Wayan Widiana
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.110840

Abstract

Science learning in elementary schools still faces challenges, including low critical thinking skills and low student motivation, due to the dominance of less context-rich, less meaningful learning. This condition demands a learning transformation in line with the Independent Curriculum and the strengthening of 21st-century skills. This study aims to analyze, evaluate, and test the effect of implementing the Socio-Scientific Issue (SSI)-oriented RADEC learning model on students' critical thinking skills and motivation to learn science. The study used a quantitative, quasi-experimental design. The research subjects were fifth-grade elementary school students, with a total population of 365 students and a research sample of 51 students. Data collection was carried out using both test and non-test methods, with multiple-choice test instruments. Data analysis was carried out using descriptive and inferential statistics, including MANOVA and one-way ANOVA. The results showed that implementing the SSI-oriented RADEC learning model significantly improved students' critical thinking skills and motivation to learn science. The experimental group demonstrated higher mean scores in both critical thinking skills and learning motivation compared to the control group. The study's conclusion confirms that the SSI-oriented RADEC model is effective in addressing students' low critical thinking skills and motivation to learn science. The research findings confirm that this model can serve as a strategic alternative for teachers in designing science and science learning.
SAVI and Contextual Problems as Science Learning Strategies that Enhance Critical Thinking and Learning Motivation Dewa Made Riyan Gunawan; Nyoman Dantes; I Made Ardana
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.110860

Abstract

Science learning in elementary schools still tends to be oriented towards low-level thinking skills, so that students' critical thinking skills and learning motivation have not developed optimally. This study aims to analyze improvements in students' critical thinking skills and learning motivation through the application of the SAVI learning model, oriented to contextual problems in science content. This study is quantitative, with a quasi-experimental pretest–posttest control-group design. The subjects were 63 fourth-grade students, divided into an experimental group of 32 and a control group of 31. Data collection was carried out using both test and non-test methods, with instruments comprising multiple-choice tests to measure critical thinking skills and questionnaires to measure student learning motivation. The data were analyzed using descriptive and inferential statistics via Multivariate Analysis of Variance (MANOVA) at the 5% significance level. The results of the study indicate that applying the SAVI learning model, oriented to contextual problems, significantly improves students' critical thinking skills and learning motivation, in line with the research objectives. The conclusion of this study confirms that learning that integrates somatic, auditory, visual, and intellectual elements in the context of real problems can overcome learning limitations. The implications of this research indicate that the SAVI learning model, oriented to contextual problems, can serve as a strategic alternative in science learning.
Psychological and Environmental Factors Shaping Learning Performance among University Students Juliati Koesrini
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i1.104334

Abstract

Student learning performance still shows variations influenced by psychological factors and learning environment conditions. However, empirical integration of these internal and external factors into a single analytical model remains limited. This study aims to analyze, test, and evaluate the influence of self-efficacy, creativity, and locus of control on student learning performance through learning motivation as a mediating variable and a conducive learning environment as a moderating variable. This study employs a quantitative, explanatory design and uses a cross-sectional survey. The research subjects consisted of 230 undergraduate students selected through purposive sampling, who also served as subjects in the instrument test. Data collection was carried out using a structured questionnaire based on a Likert scale that has been tested for validity and reliability. Data analysis was performed using Structural Equation Modeling Partial Least Squares (SEM-PLS). The results showed that self-efficacy, creativity, and locus of control have a positive and significant effect on learning motivation. Learning motivation has been shown to partially mediate the effects of self-efficacy and creativity on learning performance. In addition, a conducive learning environment significantly strengthens the relationship between learning motivation and student learning performance. The conclusions of this study indicate that the interaction between individual psychological factors and a supportive learning environment determines student learning performance. The implications of this research underscore the importance of learning strategies that strengthen motivation and foster a conducive learning environment in higher education.
Enhancing Early Childhood Teachers’ Competence through Digital and Authentic Assessment Training within the Continuing Professional Development (CPD) Framework Evania Yafie; Muhammad Alfan; Wuri Astuti; Munaisrah Tri Tirtaningsih; Rina Mukti Widiasih
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i1.104791

Abstract

Currently, some teachers are not yet able to conduct authentic assessment comprehensively in early childhood education institutions. This condition occurs because the assessment used still tends to be traditional, whereas authentic assessment is needed to evaluate various dimensions of children’s development more thoroughly. This study aims to explore how professional development and experience in using digital authentic assessment contribute to the development of early childhood education teachers’ professional expertise. This study employed a quasi-experimental pretest-posttest design with experimental and control groups involving early childhood education teachers. The reliability and validity of the instrument were confirmed, and the analysis was conducted using a paired sample t-test after the normality test showed that the data were normally distributed. The results showed that teachers obtained significantly higher competency scores compared to the initial condition. This indicates that the training and practices provided were effectively implemented in teachers’ use of digital assessment. These findings create an implication that participatory and practice-based professional development can improve the digital pedagogical readiness of early childhood education teachers. Future development programs should apply a similar model on a broader scale and integrate continuous mentoring strategies to sustain digital assessment practices among teachers, as well as promote authentic learning in the context of early childhood education.
An Inquiry Transformative Learning Model to Enhance Sustainable Scientific Behavior among Preservice Elementary Teachers Nur Ngazizah; Ani Susanti; Ika Maryani; Riawan Yudi Purwoko
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i1.104829

Abstract

The persistent gap between sustainability-oriented educational goals and the limited readiness of preservice teachers to implement sustainable scientific practices highlights the need for more integrative pedagogical approaches in teacher education. This study aims to analyze and synthesize the integration of Inquiry-Based Learning and Transformative Learning, conceptualized as Inquiry Transformative Learning (ITL), in promoting sustainable scientific behavior among preservice elementary teachers. This study employed a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. A total of 41 empirical studies published between 2015 and 2025 were selected through systematic database searching and eligibility screening procedures. Data were collected using systematic document analysis and extracted through thematic categorization. Data analysis combined iterative thematic synthesis and bibliometric mapping using VOSviewer. The findings identified four dominant themes: inquiry-oriented instructional practices, transformative reflective processes, teacher professional identity development, and sustainability contextualization. The reviewed studies generally reported positive impacts on scientific reasoning, reflective awareness, sustainability attitudes, and intended teaching practices. However, methodological limitations such as short-term interventions and self-reported measures remain prevalent. The study concludes that ITL provides a coherent pedagogical framework for integrating inquiry and reflection in sustainability-oriented teacher education.

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