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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 637 Documents
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Improving Critical Thinking Skills in Fraction Material through Manipulative Media among Elementary School Students Denny Yudha Kurniawan; Anik Ghufron; Euis Nurmiati; Andi Rabuandika
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.v9i2.114373

Abstract

Elementary school students still struggle to grasp fractions concretely and relate them to real-life situations. This situation results in students having limited reasoning abilities. This study aims to analyze the effectiveness of manipulative media in enhancing elementary school students' critical thinking skills on fractions. A quantitative approach with a quasi-experimental design specifically, a non-equivalent control group design was employed. The study involved 40 students divided into an experimental group and a control group of 20 students each, selected using purposive sampling. Data were collected through tests and documentation, utilizing an essay test to measure students' critical thinking skills. Data analysis was conducted using paired-sample t-tests, independent-sample t-tests, and effect size calculations. The results indicate that students taught using manipulative media showed greater improvement in critical thinking skills than those receiving conventional instruction. The improvement in the experimental group was statistically significant, with the effect of using manipulative media falling into the "large" category. Thus, manipulative media effectively enhance elementary school students' critical thinking skills regarding fractions. The study's implications suggest that manipulative media can serve as an alternative for mathematics instruction that is concrete, interactive, and meaningful, thereby supporting the development of students' higher-order thinking skills.
Literacy Journey as an Experience-Based Literacy Innovation to Increase Elementary School Students' Interest in Reading Tanti Dewi; In Purnamasari; Achmad Buchori
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.v9i2.114376

Abstract

Low reading interest among elementary school students remains a challenge for literacy development, as reading activities in schools are often treated as routine. This study aimed to evaluate the effectiveness of the "Literacy Journey" program an experience-based literacy innovation in boosting elementary school students' reading interest. The study employed the Research and Development (R&D) method using the ADDIE model, comprising the analysis, design, development, implementation, and evaluation stages. The research subjects included 30 elementary school students (implementation participants), two teachers (practicality test respondents), and three experts (product validators specializing in literacy, educational technology, and language). Data were collected through expert validation, practicality questionnaires for teachers and students, reading interest questionnaires, observation, and documentation. The research instruments included expert validation sheets, practicality questionnaires, and reading interest questionnaires. Data analysis used descriptive and inferential methods, including Aiken's V coefficient, normality testing, paired-sample t-tests, and N-gain analysis. The results demonstrated that the program was highly valid (mean score of 3.64) and highly practical (mean score of 90.38%); furthermore, it significantly increased reading interest with a moderate level of effectiveness. In conclusion, the Literacy Journey program is viable and effective in fostering reading interest through meaningful literacy experiences. Consequently, this program offers an innovative alternative for schools and teachers seeking to strengthen the culture of literacy.
Parenting Styles of Informal Home-Based Workers and Their Impact on the Independence of Children Aged 4-6 Qhori' Choirunnisah Supriyanto; 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.v9i2.115205

Abstract

Independence is a crucial aspect of early childhood socio-emotional development; however, some children aged 4–6 years still depend on their parents to complete daily activities. This situation highlights the need for appropriate parenting to support children's independence. This study aimed to analyze the relationship between the parenting styles of parents working in the home-based informal sector and the independence of children aged 4–6 years. The study employed a quantitative approach with a correlational design. The sample consisted of 49 parents, 25 mothers and 24 fathers with children aged 4–6 years. Data were collected via a Google Forms-based questionnaire, utilizing a Likert scale to measure parenting styles and child independence; validity was tested using Product-Moment correlation, and reliability was assessed using Cronbach’s Alpha. Data analysis involved tests for normality, linearity, and Pearson Product-Moment correlation at a 5% significance level. The results revealed a positive, significant, and very strong relationship between parenting styles and child independence. In conclusion, more optimal parenting styles are associated with increased independence in children aged 4–6 years. Consequently, parents and teachers should reinforce habit-building, assign responsibilities, provide opportunities for decision-making, and communicate effectively to support children's independence.
Promoting Interactive Learning through the Integration of PowerPoint, Wordwall, and Quizizz in Islamic Elementary School Ishak Talibo; Rafiud Ilmudinulloh; Susi Susanti; Feiby Ismail
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.v9i2.115578

Abstract

Although digital learning media are utilized in primary education, their application often remains fragmented rather than integrated into a cohesive instructional design that fosters interactive, learner-centered learning. Consequently, understanding of how teachers integrate various digital platforms to create meaningful learning experiences remains limited. This study aims to analyze and examine the implementation of interactive learning through the integration of PowerPoint, instructional videos, Wordwall, and Quizizz to create an interactive learning environment. A descriptive qualitative approach with a descriptive study design was employed. The research subjects consisted of one fourth-grade teacher (as the primary informant) and 30 fourth-grade students (as participants). Data were collected through non-participant observation over eight sessions, semi-structured interviews, and documentation, utilizing observation protocols, interview guides, and documentation sheets. Data analysis followed the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing and verification. The findings indicate that the pedagogical integration of multimedia and digital gamification supports interactive learning by fostering participation, engagement, classroom interaction, and formative assessment. The study concludes that the effectiveness of digital technology depends on the teacher's ability to integrate various platforms within a pedagogically coherent instructional design. Consequently, teachers need to develop technology integration strategies that align with learning objectives and student needs.
Problem-Based Learning Assisted by Pop-Up Book Media Enhances Students' Motivation and Science Learning Outcomes Udin Prayitno; Joko Siswanto; Aryo Andri Nugroho
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.v9i2.116096

Abstract

Science learning in elementary schools still faces various challenges that impact the low quality of the process and student learning outcomes. Various research findings indicate that the dominance of teacher-centered learning influences low science learning outcomes. This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by Pop-Up Book media on the motivation and science learning outcomes of elementary school students. The type of research used is a quantitative research method with a quasi-experimental design of the Non-Equivalent Control Group Design type. The research sample consisted of 42 students divided into experimental and control classes. Data collection methods for this study include questionnaires, tests, observations, and documentation. The research instruments consisted of learning outcome tests and motivation questionnaires. Data analysis techniques include normality tests, homogeneity tests, t-tests, N-gain tests, and MANOVA. The results of the study showed that there were significant differences between the experimental and control classes. The average posttest value of learning motivation in the experimental class (80.95) was higher than the control class (70.71), while learning outcomes (86.24) were higher than the control class (76.90). The MANOVA test showed a simultaneous effect. It was concluded that the implementation of learning using the PBL model assisted by pop-up books had a significant simultaneous effect on student learning motivation and learning outcomes. The research implies that the PBL model assisted by pop-up books can be used to improve student motivation and science learning outcomes.
The Wordwall-Assisted Problem-Based Learning Model on Learning Interests, Scientific Attitudes, And Social Science Learning Outcomes Dwi Aris Mantoro; Joko Sulianto; Iin Purnamasari
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.v9i2.119734

Abstract

Natural and Social Sciences (IPAS) instruction in elementary schools continues to face challenges regarding low student interest, scientific attitudes, and learning outcomes, largely due to the dominance of teacher-centered instruction and a lack of interactive media. This study aimed to analyze changes in these three areas after implementing an interactive problem-solving approach supported by Wordwall. A quantitative, quasi-experimental research design with a non-equivalent control group was employed. The sample consisted of 48 fifth-grade students selected via purposive sampling and divided into experimental and control groups of 24 students each. Data were collected using questionnaires on learning interest and scientific attitudes, learning outcome tests, observation sheets, and documentation. Analysis included descriptive statistics, the Shapiro-Wilk test, Levene's test, paired-sample t-tests, independent-sample t-tests, and N-Gain analysis. The results indicate that implementing Wordwall-assisted Problem-Based Learning (PBL) improved students' learning interest, scientific attitudes, and IPAS learning outcomes regarding the human digestive system. Paired sample t-tests revealed significant improvements across all three measures, while independent sample t-tests showed that the experimental class achieved significantly higher learning outcomes than the control class. N-Gain analysis indicated moderate treatment effectiveness for learning interest and scientific attitudes, and high effectiveness for learning outcomes. These findings demonstrate that integrating problem-solving with interactive digital activities can enhance both cognitive and affective outcomes.
Multimedia-Assisted Project Based Learning (PjBL) and Students Critical Thinking and Collaboration Skills Mustofa; Ngatmini; Joko Sulianto
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.v9i2.119816

Abstract

Instruction focused solely on information delivery can limit students' opportunities to analyze problems, exchange ideas, and work responsibly. This study aims to analyze improvements in the critical thinking and collaboration skills of elementary school students through the implementation of a multimedia-assisted Project-Based Learning (PjBL) model. The study used a quantitative approach with a quasi-experimental Nonequivalent Control Group Design. The subjects consisted of 40 fifth-grade students divided into an experimental group and a control group, with 20 students in each. Data were collected via tests, observation sheets, questionnaires, and documentation. Data analysis included descriptive statistics, prerequisite tests, paired-sample t-tests, independent-samples t-tests, MANOVA, and N-Gain analysis. The results showed that the mean critical thinking score increased from 50.00 to 81.75, while the mean collaboration score rose from 68.17 to 89.42. Paired sample t-test results indicated a significant difference between pre- and post-instruction performance. The N-Gain scores were 0.64 for critical thinking and 0.66 for collaboration, both falling within the medium category. These findings show that multimedia-assisted PjBL can improve critical thinking and collaboration skills through group-based activities involving investigation, problem-solving, communication, and project completion. Consequently, multimedia-assisted PjBL offers teachers an alternative instructional strategy to create active, collaborative learning environments that support the development of 21st-century competencies in elementary school students.

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