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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 637 Documents
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Integrating BandLab into Environmental Music Learning: Insights from High School Music Teachers Asep Rizwan Nurfalah; Yudi Sukmayadi; Rita Milyartini
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.107017

Abstract

Integrasi digital audio workstation (DAW) dalam pembelajaran musik lingkungan di tingkat sekolah menengah atas masih terbatas, terutama dalam praktik pedagogis guru musik. Guru musik belum banyak memperoleh kesempatan untuk mengintegrasikan teknologi musik digital dengan eksplorasi suara lingkungan dan pembelajaran musik yang kontekstual. Penelitian ini bertujuan untuk menganalisis bagaimana model lokakarya terstruktur mendukung guru musik sekolah menengah atas dalam mengintegrasikan aplikasi BandLab ke dalam pembelajaran musik lingkungan serta mengkaji pengalaman pedagogis dan praktik kreatif guru selama lokakarya. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan desain berbasis lokakarya. Subjek penelitian terdiri atas 20 guru musik sekolah menengah atas dari Bandung, Indonesia. Data dikumpulkan melalui observasi, diskusi reflektif, dan dokumentasi menggunakan pedoman observasi, pedoman diskusi reflektif, dan lembar dokumentasi. Data dianalisis menggunakan analisis tematik induktif untuk mengidentifikasi pola pengalaman pedagogis dan praktik kreatif guru. Hasil penelitian menunjukkan bahwa lokakarya berbasis BandLab mendukung pemahaman guru tentang mendengarkan secara ekologis, keterlibatan kreatif dengan suara lingkungan, komposisi musik kolaboratif, serta refleksi pedagogis. Penelitian menyimpulkan bahwa lokakarya terstruktur dan reflektif dapat mendukung integrasi teknologi digital dalam pembelajaran musik lingkungan. Implikasinya, pengembangan profesional guru perlu memadukan pelatihan teknis dengan pengalaman pedagogis yang kontekstual, kolaboratif, dan reflektif.
Strengthening Regional Food Security through AI-Based Smart Livestock Farming: The Role of Farmer Training and Mentoring in a Hold-and-Maintain Strategy Muchammad Miftah Farid Al-as'ad; Moh Khusaini; Alfi Haris Wanto
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.111763

Abstract

Regional food security remains a strategic challenge in Indonesia. This is evident in the need to ensure the availability of affordable animal protein by enhancing livestock productivity and farmers' capacity. This study aims to analyze the implementation of Artificial Intelligence (AI)-based Smart Livestock Farming, identify the program's internal and external factors, and formulate strategies to strengthen regional food security. A mixed-methods approach with a sequential exploratory design was employed, beginning with a qualitative phase followed by a quantitative phase. The research subjects were egg farmers participating in the program, while informants included training facilitators, field assistants, and policymakers. Data were collected through interviews, observations, documentation reviews, and Likert-scale questionnaires. Research instruments included interview guides, observation sheets, documentation checklists, and questionnaires. Data were analyzed qualitatively, followed by SWOT analysis and the Internal-External (IE) Matrix. The results indicate that the program integrates AI, training, and mentoring within a technology-based learning system. The SWOT analysis and IE Matrix positioned the program within a "hold-and-maintain" strategy. The study concludes that the sustainable implementation of AI requires enhancing farmers' capacity and securing institutional support. Consequently, continuous training and inter-institutional coordination must be strengthened to ensure the technology's sustainability and support regional food security.
Gamelan Ensemble Learning in Elementary Schools: Exploring the Role in Students’ Social Interaction and Collaboration Al Muqri; Uus Karwati; Diah Latifah
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.112597

Abstract

Music education in elementary schools has not yet fully leveraged the potential to foster students' social interaction and collaborative skills. The rise of digital technology and a trend toward individualized learning have increasingly limited opportunities for students to communicate, cooperate, and learn through direct group interaction. This study aims to analyze and evaluate the Gamelan ensemble learning process and its contribution to shaping elementary school students' social interaction and collaborative skills. The study employed a qualitative approach with a descriptive design. The study involved six students participating in a *gamelan degung* ensemble. Data were collected through participant observation, semi-structured interviews, and documentation, utilizing observation guides, interview protocols, and documentation sheets. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing and verification. The findings indicate that Gamelan ensemble learning fosters social interaction through verbal and non-verbal communication, active listening, tempo coordination, musical responsiveness, and mutual assistance. Furthermore, the learning process develops collaborative skills through role allocation, shared responsibility, coordination, cooperation, and collective problem-solving. Thus, the Gamelan ensemble serves as a contextual pedagogical practice that integrates music education and cultural preservation with the development of students' social and collaborative competencies. Consequently, music education can be designed with a greater emphasis on collaboration to strengthen student social interaction.
Implementation of the Seven Habits of Great Indonesian Children to Strengthen Character Education in Early Childhood Lasmawati; Aan Listiana; Leli Kurniawati
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.113096

Abstract

Strengthening character education in early childhood has become an important issue in efforts to develop a generation with strong character and competitiveness. However, the implementation of character education still faces several challenges, particularly those related to family factors, teacher consistency, and the influence of the social environment, which often affect the success of developing positive habits in children. This study aims to explore the implementation of the Seven Habits of Great Indonesian Children program in learning activities in early childhood education. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of one principal, one classroom teacher, and fifteen children aged 4–6 years. The participants were selected using purposive sampling. Data were collected through participatory observation, in-depth interviews, and documentation. The research instruments included observation sheets, interview guidelines, and documentation formats. Data analysis was conducted using an interactive model involving data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Seven Habits of Great Indonesian Children program has been integrated into daily lesson planning and carried out through habitual activities embedded in daily learning processes. The strategies applied by teachers include routine habituation, role modeling, and positive reinforcement of children’s behavior. The implementation of this program demonstrates a positive impact on children’s character development, particularly in terms of discipline, independence, and social attitudes. Nevertheless, several challenges remain, including differences in children’s characteristics, inconsistencies between school and home habituation practices, and the influence of the surrounding environment as well as the use of digital technology.
The Application of the 5E Learning Cycle Integrated with Geosuka E-Booklet in Dieng Classrooms and Its Impact on Students’ Learning Interest and Concept Mastery Muhammad Ikmal Asyfa; Apik Budi Santoso; Erni Suharini; Andi Irwan Benardi; Heri Tjahjono
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.113530

Abstract

Geography instruction in highland areas faces challenges due to students' low learning interest and limited conceptual mastery, often stemming from teaching materials that lack contextual relevance and interactivity. This study aims to analyze the implementation of the 5E Learning Cycle integrated with the "Geosuka" e-booklet to enhance students' interest in learning and conceptual mastery in geography in highland regions. The study employed a quantitative approach with a quasi-experimental design. High school students served as research subjects and were divided into experimental and control groups; the experimental group received instruction using the 5E Learning Cycle supported by the Geosuka e-booklet, while the control group received conventional instruction. Data were collected through observation, learning interest questionnaires, and pre- and post-tests on conceptual mastery. Data analysis involved descriptive statistics and statistical testing to compare changes in learning outcomes between the two groups. The results indicate that experts deemed the Geosuka e-booklet and the learning module valid, that the instructional implementation was effective, and that students in the experimental group demonstrated higher levels of learning interest and conceptual mastery than those in the control group. Thus, integrating the 5E Learning Cycle with the Geosuka e-booklet effectively enhances student engagement and conceptual understanding. These findings have implications for developing geography instruction that is more contextual, interactive, and tailored to the needs of students in highland areas.
Lost in Translation from Campus to Classroom: Navigating Pedagogical and Technological Divides in Islamic Teacher Education Saifuddin; Imam Sibaweh
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.114138

Abstract

The gap between academic theory and school realities can trigger "reality shock" among novice teachers. This situation indicates that the competencies acquired during teacher training do not fully align with the practical demands of the school environment. This study aims to investigate the root causes of competence dissonance among pre-service teachers using a multi-perspective approach. A qualitative method with an exploratory survey design was employed, involving 842 pre-service teachers. Data were collected via open-ended questionnaires exploring experiences, perceptions, pedagogical readiness, digital competence, and the disparity between university-based learning and school-based demands. The data were analyzed thematically by identifying and interpreting themes in participants' responses. The study yielded three key findings: pedagogical paralysis regarding classroom management and socio-legal aspects; an illusion of digital readiness concerning the application of Technological Pedagogical Content Knowledge (TPACK) in low-infrastructure areas; and structural dissonance resulting from differing paradigms between schools and universities. The study concludes that novice teachers' difficulties stem more from systemic misalignment than from a lack of individual competence. Consequently, teacher education programs need to strengthen practical experience, classroom management training, socio-legal preparedness, and adaptive digital competence. Partnerships between universities and schools must also be reinforced to ensure that teacher education curricula better align with real-world needs in the field.
A Media-Based Spinning Wheel-Guided Play Approach to Enhance Early Childhood Literacy Lina Amelia; Yes Matheos Lasarus Malaikosa; Wulan Patria Saroinsong; Sri Widayati; Syed Lamsah Syed Chear
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.114167

Abstract

This study was motivated by the low level of early childhood engagement in basic literacy learning, resulting from a lack of interactive and engaging instructional media. The study aimed to analyze the impact of using a "spinning wheel" medium on improving young children's basic literacy skills. The study employed a quasi-experimental research design, specifically a non-equivalent control group design. The participants consisted of 25 children aged 5–6 years, divided into experimental and control groups. Data were collected through systematic observation using a validated rubric to measure letter recognition, vocabulary, symbol association, and articulation skills. The data were analyzed using descriptive and inferential statistics, specifically the Wilcoxon Signed-Rank test and the Mann-Whitney U test. The results showed that the mean basic literacy score in the experimental group rose from 11.50 to 15.17, while the control group's mean score increased from 11.92 to 15.23. Statistical analysis revealed a significant difference in basic literacy skills between the experimental and control groups. The study suggests that using a spinning wheel medium based on a multisensory approach can foster a more active, interactive, and effective learning process to enhance children's literacy skills. The study concludes that the spinning wheel is an effective alternative medium for teaching basic literacy in early childhood education.
The Impact of the POE Learning Model Assisted by Live Worksheets on Science Learning Outcomes in Terms of Elementary School Students' Emotional Intelligence I Nyoman Ari Wira Saputra; I Gede Margunayasa; Dewa Bagus Sanjaya
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.114178

Abstract

In field-based learning, many students still struggle to understand abstract scientific concepts, leading to low learning outcomes. The purpose of this study is to analyze the effect of the POE Learning Model Assisted by Live Worksheets on Science Learning Outcomes in terms of Students' Emotional Intelligence. This study is an experimental research design using a posttest-only control group. The study population was 223 fifth-grade elementary school students. The sample determination in the study was carried out by multistage random sampling of the class. The study's total sample was 68 people. The data collection method used questionnaires and tests. The data collection instruments were questionnaires and test questions. The data analysis technique used was inferential statistical analysis. The study found that the Predict, Observe, Explain (POE) learning model, when supported by live worksheets, has a significant effect on students' science learning outcomes. In addition, the interaction between the learning model and students' emotional intelligence influences learning outcomes. The POE model, supported by live worksheets, has been proven effective in improving learning outcomes among students with high emotional intelligence but has no significant effect on students with low emotional intelligence. This finding confirms that learning success is not only determined by the models and media used but is also influenced by students' internal conditions, especially emotional intelligence.
Implementation of a Quizizz-Based Gamification Approach to Improve Students’ Learning Outcomes Nabila Eka Putri; Rose Fitria Lutfiana; Juan Hesti Gita Purwasih
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.114253

Abstract

Low student learning outcomes on the topic of norms indicate a need for more interactive, engaging instructional strategies that provide rapid formative feedback. This study aims to evaluate the effectiveness of a Quizizz-based gamification approach in improving student learning outcomes and engagement with the subject matter of norms. The study employed Classroom Action Research with a two-cycle design comprising planning, action implementation, observation, and reflection. The subjects were 35 students from a Grade X-8 high school class, all of whom participated in the intervention. Data were collected via learning outcome tests, observations, and interviews, utilizing corresponding instruments (tests, observation sheets, and interview guides). Quantitative data were analyzed using mean scores, highest and lowest scores, and N-Gain, while qualitative data underwent interactive analysis involving data reduction, data presentation, and conclusion drawing. The results showed an increase in the average score from 76.11 in Cycle I to 89.57 in Cycle II, with an N-Gain of 0.55 (moderate category); 24 students achieved moderate to high levels of improvement. In conclusion, Quizizz-based gamification effectively enhances student learning outcomes and engagement. Consequently, Pancasila Education teachers can integrate Quizizz as both an interactive learning medium and a formative assessment tool to support instructional improvement.
Profession Board Media in Improving Understanding Related to Professions in Early Childhood Kyla Istighfarizki; Yes Matheos Lasarus Malaikosa; Wulan Patria Soroinsong; Sri Widayati
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i2.114256

Abstract

Introducing professions to young children remains challenging, as instruction often relies on verbal explanations with limited use of concrete, interactive media. Consequently, some children are less engaged and struggle to grasp the nature of various professions, the associated duties, and the tools used. This study aimed to analyze the effectiveness of the "Profession Board" medium in enhancing children's understanding of different professions. A quantitative approach was employed using a quasi-experimental, non-equivalent control group design. The study involved 22 children from "Group B" (ages 5–6), divided into a control group (n=11) and an experimental group (n=11). Data were collected through pre-tests, post-tests, observations of learning activities, and teacher interviews, using a cognitive assessment instrument with four indicators. Data analysis involved descriptive statistics, the Wilcoxon Signed-Rank test, and the Mann-Whitney U test. The results showed improved understanding in both groups with mean post-test scores of 15.36 for the experimental group and 14.82 for the control group and a significant difference between the groups according to the Mann-Whitney test (p=0.038). The findings suggest that the Profession Board is effective in enhancing children's understanding of professions by providing concrete, interactive learning experiences. Consequently, teachers can use the Profession Board as an alternative medium to create more active, concrete, and enjoyable learning experiences about professions.

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