Jurnal Penelitian dan Pengembangan Pendidikan
Jurnal Penelitian dan Pengembangan Pendidikan (JPPP) is an international journal which provides a forum for publishing research or review articles related to researches in instruction, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and educational development. p-ISSN : 1979-7109 (Print) and e-ISSN : 2615-4498 (Online)
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<![CDATA[Technological Integration Self Efficacy (TISE) of Prospective Mathematics Teacher Students through TPACK Implementation ]]>
<![CDATA[Refi Elfira Yuliani]]>;
<![CDATA[Heru]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.57113
<![CDATA[High self-confidence in integrating technology into learning is one of the critical aspects relevant to TPACK. This study aims to analyze prospective teacher students' Technological Integration self-efficacy (TISE) through implementing TPACK. This study uses the Didactic Design Research (DDR) method, which consists of three stages: prospective analysis that produces TPACK design (HLT) metapedadactive analysis, producing TPACK implementation, consisting of the pilot experiment and teaching experiment stages, and retrospective study. The research participants were 61 prospective mathematics teacher students. In the Prospective stage, there were 23 participants; in the pilot experiment stage, there were 8 people; and in the teaching experiment stage, there were 30 people. Based on the study results, the TISE level of prospective teacher students is in the moderate category, TPACK ability affects the TISE score. Students' knowledge of ICT greatly supports students' TISE in mastering ICT. Students with good ICT knowledge generally provide responses that are by predictions, and vice versa; weak ICT knowledge slows down the assimilation and accommodation of students in integrating technology. The study's conclusion shows that prospective teacher students must have TISE to present more meaningful learning. The increase in TPACK on teacher TPACK scores depends on the learning environment to improve competence in integrating technology.]]>
<![CDATA[Integrated Thematic Learning Design Based on the School Environment to Develop Students' Creative and Critical Thinking ]]>
<![CDATA[Mawardi]]>;
<![CDATA[Hardini, Agustina Tyas Asri]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.61186
<![CDATA[This research aims to improve teachers' abilities in designing their learning so that it will have an impact on the growth of students' critical and creative thinking abilities. To achieve this goal it is used research type Research and Development (R&D) which consists of a preliminary study; model design and development; and model testing. Data was collected through interviews, literature studies and small-scale surveys. This research involved 4 teachers and 102 elementary school students. The instruments used include questionnaires and test questions. Data analysis techniques use percentage and categorical descriptive analysis. Results The main research shows that implementing this design can effectively develop students' creative and critical thinking abilities. Through a thematic approach that integrates various subjects by utilizing the school environment as a learning resource, students are more actively involved in the learning process. The implications of this research show that applying a contextual learning approach can be an effective strategy in education to develop students' critical and creative thinking abilities.]]>
<![CDATA[Self-Directed Learning Based Teaching Module on Angle Material ]]>
<![CDATA[Via Yustitia]]>;
<![CDATA[Dian Kusmaharti]]>;
<![CDATA[Eldine Salsabila Putri]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.62123
<![CDATA[The change of curriculum to an independent curriculum was motivated by the backwardness of learning. In its implementation, the independent curriculum is not based on the concept set by the government. Teaching modules need to be developed so that they can be used to facilitate teachers and students. This research is a development research (R&D). This study aims to develop a self-directed learning (SDL) teaching module and test the feasibility of the SDL teaching module. In developing the teaching module, the researcher used the 4D research model. Data collection used documentation, observation, unstructured interviews and questionnaires. Data analysis used quantitative descriptive analysis techniques. Based on the research that has been done, the researcher produced an SDL teaching module. The modified 4D model development process developed the process of developing the teaching module. The developed teaching module was categorized as very suitable for use in learning and has been proven theoretically and empirically. The SDL teaching module that has been developed can facilitate teachers and students in implementing learning that is in line with the concept of the independent curriculum.]]>
<![CDATA[Sociomathematical Norm, Mathematical Resilience and Mathematical Representation Ability in Mathematics Learning ]]>
<![CDATA[Samsul Maarif]]>;
<![CDATA[Harita Audhea Akbari]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.65238
<![CDATA[The abstract nature of mathematics needs to be represented in various comprehensive representations of mathematics itself. One of the soft skills that can support mathematical representation ability is sociomathematical norm and mathematical resilience. This study aims to analyze the effect of sociomathematical norms and resilience on mathematical representation ability in learning. The method used in this study is quantitative with a correlational design using survey techniques and question model structures. The sample used was 100 junior high school students using proportional random sampling techniques. The mathematical representation ability test instrument consists of 5 test items. Meanwhile, the sociomathematical norm instrument is in the form of a questionnaire with a Likert scale. Data analysis was carried out using structural equation modelling (SEM) with n student t-tests to determine the influence between variables using SmartPLS software. The results of testing the mathematical representation ability instrument, sociomathematical norm and mathematical resilience showed that the indicators on each instrument were said to be valid. The reliability test results showed that all instruments met the reliability requirements. The results of the hypothesis testing show that there is a significant favourable influence of sociomathematical norms on mathematical representation ability, there is a significant favourable influence of mathematical resilience on mathematical representation ability, and there is a significant favourable influence of sociomathematical norms on mathematical representation with mathematical resilience mediation.]]>
<![CDATA[The Relationship between Post-Pandemic Organizational Climate and Teacher Performance in Public Elementary Schools ]]>
<![CDATA[Kusumaningrum, Desi Eri]]>;
<![CDATA[Teguh Triwiyanto]]>;
<![CDATA[Bambang Budi Wiyono]]>;
<![CDATA[Raden Bambang Sumarsono]]>;
<![CDATA[Firda Fitrotul Unsa]]>;
<![CDATA[Arumia Fairuz Husna]]>;
<![CDATA[Sasi Maulina]]>;
<![CDATA[Warapark Maitreephun]]>;
<![CDATA[Erika Mei Budiarti]]>;
<![CDATA[Suwandi]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.76073
<![CDATA[The background of this study is the comprehensive changes in social life due to the COVID-19 pandemic outbreak, which is assumed to affect many aspects of the education sector. This study analyses the relationship between two selected variables: organizational climate and teacher performance in public primary schools after the COVID-19 pandemic. This research is a quantitative study with a correlational research design. Data was collected using a closed questionnaire distributed to 128 primary school teacher respondents. The instrument used was a questionnaire sheet. The number of respondents obtained by researchers is determined through cluster sampling techniques, also known as cluster sampling techniques. The results showed a significant and simultaneous relationship between organizational climate and teacher performance in public elementary schools with an extreme category relationship level. Thus, the post-pandemic organizational climate significantly correlates with teacher performance in public primary schools after the COVID-19 pandemic. The results of this study can also be used as a basis for further research to analyze differences in two periods with the same variables.]]>
<![CDATA[The Role of the Learning Environment and Improving Academic Performance Through Reading Interest ]]>
<![CDATA[Etty Umamy]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.76107
<![CDATA[Many students have not mastered the Indonesian language well, as evidenced by their daily test scores, which mostly fall in the middle to lower categories. This phenomenon is intriguing to explore in the context of improving student learning achievement. Therefore, this study aims to analyze the influence of the learning environment on Indonesian language learning achievement, with reading interest as the mediator. This research employs a quantitative method with a population of 815 students who have taken the Indonesian language course. With a margin of error of 5%, the sample size selected is 262 students. The analysis is conducted using Structural Equation Modeling (SEM). The research findings indicate that Indonesian language learning achievement improves due to the positive influence of the school environment and reading motivation, which contributes to students' reading interest. Reading interest has been proven to mediate the influence of the school environment on learning achievement. The implications of this study are that a conducive learning environment and collaboration among teachers, parents, and the community are crucial to support students in reaching their maximum potential. This also impacts the enhancement of students' reading interest and learning achievement.]]>
<![CDATA[Professional Flip-Pdf-Based Interactive Modules to Enhance The Creative Thinking Skills and Collaborative Skills of High School Students ]]>
<![CDATA[Almira Rayyah Shadriah Fahru]]>;
<![CDATA[Kundera, I Nengah]]>;
<![CDATA[Mursito S. Bialangi]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.76379
<![CDATA[The ability of students to think creatively and collaboratively is not optimal because the learning atmosphere is not interactive and lacks variety in the use of learning media. This research aims to develop interactive e-module learning media based on flip-pdf-professional that can improve students' creative thinking skills and collaborative skills. The method used in research is research and development with a 4D development model (define, design, develop, and disseminate). Data were collected using observation, interview, questionnaire, and test methods. Descriptive, qualitative, and quantitative data analysis. The results showed that the flip-pdf-professional-based interactive E-module product is valid and very practical to use in biology learning in senior high school. The E-module product developed is quite effective in improving students' creative thinking skills and collaborative skills in biology learning. Research on the development of interactive e-modules based on flip-pdf-professional is more practical for teachers to use in learning and helps students with independent learning.]]>
<![CDATA[Integrated Card Learning Media with Augmented Reality Based on Android for Elementary School Learning ]]>
<![CDATA[Nurhikmah, A. Fatimah]]>;
<![CDATA[Krismanto, Wawan]]>;
<![CDATA[Mukhlisa, Nurul]]>;
<![CDATA[Halik, Abdul]]>;
<![CDATA[Faisal, Muh.]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.77156
<![CDATA[Science learning in elementary schools should encourage students to explore, investigate and understand their environment, but this is hampered by the lack of media support that facilitates this. Departing from the need for innovation in learning methods in the current digital era. In elementary school, many students experience difficulty in understanding abstract concepts conveyed through conventional learning methods, which are generally textual and static visuals. Traditional approaches are often less attractive to students who have grown up in environments familiar with advanced technology. This research aims to create learning media products for elementary schools using Augmented Reality (AR) to facilitate ideal science learning. This research and development uses the Borg and Gall model. Research participants were fourth grade students in three elementary schools and their teachers. Data collection through observation, interviews and tests. Data was analyzed descriptively to describe quantitative and qualitative data. The research succeeded in developing a learning media product for elementary schools based on Augmented Reality (AR) called Media Karotena. The main results of the research show that the media is included in the appropriate category and is suitable for students and teachers. This development product has implications for the transformation of technology-based science learning. The implications of this research are The use of AR technology in learning can increase student engagement. By combining interactive visual media, students are more interested and motivated to learn, so that learning becomes more fun and effective.]]>
<![CDATA[The Social Landscape of Education in Rural Areas: Evening Study Programs, Study Irregularities and Academic Achievement ]]>
<![CDATA[Leasa, Marleny]]>;
<![CDATA[John Rafafy Batlolona]]>;
<![CDATA[Elsina Titaley]]>;
<![CDATA[Thopilus Batlolona]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.77359
<![CDATA[Rural schools in each region face a number of challenges unique to their environment. Challenges in the form of student irregularity in evening study. They spend their evenings accessing social media, which has a negative impact on academic performance. Therefore, the action taken by the school is to implement an evening study program. Therefore, the aim of the research analyze evening study programs and student study regularity in rural areas which have implications for student academic achievement. This type of research is a qualitative study in the form of a case study on junior high school students. The subjects involved in the research are junior high school principals, teachers, village heads, village officials, and parents of students in grades one to three. The data collection method is observation. The data analysis method used was descriptive qualitative. The results of the research show that with the evening study program, there is regularity in learning and student achievement increases and is better. Apart from that, it was found that at night no students were found outside the house. They spend time studying at the teacher's house at four points that have been prepared for learning. Apart from that, parents are no longer afraid because every night the student's condition is well controlled so that it does not have a negative impact. Therefore, it can be recommended that evening study programs in rural areas can improve learning regularity, academic achievement and student personality traits. Implications of this research can be the basis for formulating policies that are more inclusive and adaptive to the needs of rural communities, especially in terms of organizing evening study programs.]]>
<![CDATA[Self-Regulated Learning on Academic Stress of Students Working on Their Thesis ]]>
<![CDATA[Nasruddin, Dedi]]>;
<![CDATA[Lena Nessyana Pandjaitan]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 8 No. 3 (2024): October ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v8i3.77810
<![CDATA[Final-year students have a lot of academic burdens, so it is easier to trigger academic stress. Strategies can be given to reduce academic stress, namely self-regulated learning. The study aims to measure the effectiveness of self-regulated learning training on academic stress for students working on their thesis. The quantitative research approach uses a randomized pretest-posttest control group experimental design. Data collection uses the academic stress scale. Data management is a difference test and an effect size test. The 10 research participants were divided into two groups, namely, 5 participants in the experimental group and 5 participants in the control group. The study's results showed that students' academic stress decreased after being given self-regulated learning training. A comparison of the two groups of participants, namely the experimental group, showed that they experienced a decrease in academic stress while the control group did not experience any changes in academic stress. The difference test and effect size results showed changes and significant influences in the experimental group after being given self-regulated learning training. Based on the follow-up results, it was stated that self-regulated learning training can be applied to academic problems, including academic stress.]]>
