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Jurnal Penelitian dan Pengembangan Pendidikan
Published by Universitas Pendidikan Ganesha
ISSN : 19797109     EISSN : 26154498     DOI : 10.23887/jppp.v4i3
Core Subject : Education,
Education
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)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 715 Documents
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Elementary School Students' Learning Motivation with the Presence of Online Games Amelia Salsabila Putri; Irawan Suprapto
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 1 (2026): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i1.103920

Abstract

The use of online games among elementary school students is increasing, raising concerns about their learning motivation and academic performance. Excessive gaming makes students more focused on the virtual world, disrupting concentration and interest in learning. This study aims to analyze the negative impact of online games on elementary students' learning motivation. The research employed a Systematic Literature Review (SLR) design, examining 10 accredited scientific articles from Google Scholar and SINTA published between 2020 and 2024. The study subjects were elementary school students, with inclusion criteria focusing on online games and learning motivation. The research methods included identification, selection, and descriptive analysis of the articles. The results indicate that online games reduce learning motivation, decrease focus during lessons, cause task neglect, and contribute to lower academic achievement and behavioral issues. The study’s implications emphasize the need for parental and teacher supervision, as well as early digital literacy education. In conclusion, proper management of online game usage is essential to maintain students’ motivation and academic performance.
Implementation of Deep Learning Approach through 5E Learning Model Risca Amani; Rahmahtrisilvia Rahmahtrisilvia; Marlina Marlina; Ahmad Fauzan
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 1 (2026): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i1.104019

Abstract

This research is motivated by the persistence of surface learning practices in many schools, which tend to emphasize memorization and provide little space for in-depth understanding. This condition hinders the development of 21st-century competencies such as critical thinking, collaboration, and reflection. The purpose of this study is to analyze the implementation of the 5E instructional model as a deep learning framework. This study uses a qualitative approach with a case study design. The research subjects consisted of 4 facilitators, 1 principal, 1 curriculum coordinator, 2 students, and 2 parent representatives. Data were collected through interviews, observations, and document analysis of Unit Plans, Activity Plans, and assessment rubrics. The data were then analyzed using the Miles & Huberman thematic approach. The results show that the facilitators successfully adapted the formal curriculum into a contextual thematic curriculum through the consistent application of the five phases of the 5E model. This approach increased student engagement, built meaningful understanding, and encouraged collaboration and critical reflection. The assessment rubric included authentic, process-based indicators, although knowledge transfer to cross-disciplinary contexts remained limited. Furthermore, parental and community involvement also play a crucial role in building a holistic learning ecosystem. It can be concluded that integrating a deep learning approach with the 5E model is effective in developing 21st-century competencies across the cognitive, affective, and social dimensions. This research emphasizes the importance of contextual curriculum innovation, authentic assessment, and educational ecosystem synergy as sustainable 21st-century learning strategies.
Computational Thinking Assessment Instruments for Elementary School Students Dyah Ayu Fitriana; Siti Nurul Hasana; Wasis Wasis; Yurizka Melia Sari
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 1 (2026): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i1.104694

Abstract

The development of digital technology has accelerated the need for computational thinking (CT) skills in elementary school students, yet significant challenges in measuring and assessing CT remain unresolved. The primary gap lies in the lack of comprehensive assessment instruments with strong psychometric validity and appropriateness to children's developmental stages. Previous research has highlighted limitations in available instruments, such as a tendency to focus on programming skills and a lack of comprehensive validity evidence. This study aims to identify, analyze, and synthesize CT assessment instruments for elementary school students through a systematic literature review. Specifically, this study catalogs available CT assessment instruments, evaluates their psychometric properties, and examines their suitability from developmental and cultural perspectives. Using the PRISMA 2020 guidelines, this study analyzed a number of empirical studies from the past decade. The systematic process included database searches, screening, eligibility assessment, and determining which studies met the inclusion criteria. The analysis revealed that most instruments had good levels of internal consistency reliability. However, gaps remain in providing comprehensive validity evidence, particularly regarding predictive validity. Furthermore, the algorithmic thinking component was the most dominant aspect measured, while the computational perspective dimension received less attention. Overall, this research provides evidence-based guidance for educators and policymakers in developing more equitable, comprehensive, and inclusive CT assessment instruments in a global context.
Learning Style-Based Learning Tools to Improve Higher-Order Thinking Skills in IPAS Learning Prastiyono; Joko Siswanto; Sumarno
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 1 (2026): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i1.104784

Abstract

The science learning process in elementary schools still tends to use a uniform approach, so it is unable to accommodate differences in student learning styles. This condition causes students' higher-order thinking skills (HOTS). This study aims to develop differentiated learning tools tailored to learning styles to improve students' higher-order thinking skills (HOTS) in learning (IPAS) in grade IV elementary schools. This research is motivated by students' low analytical, evaluative, and creative abilities due to a learning process that remains uniform and does not accommodate differences in individual learning styles, namely visual, auditory, and kinesthetic. This type of research is research and development (R&D) using the 4D model. The research subjects involved 27 grade IV elementary school students. Data were collected through expert validation sheets, observation of learning activities, high-order thinking ability tests, and teacher and student response questionnaires. The results showed that the developed learning tools met the criteria of very valid (91.25%), very practical (90.4%), and very effective, with an N-gain value of 0.84. Based on these results, it can be concluded that integrating learning styles into differentiated instruction effectively improves students' analytical and creative abilities in science. The implications of this research indicate that differentiated learning tools can be a practical, adaptable model for teachers in implementing student-centered learning in line with the objectives of the Independent Curriculum in elementary schools.
Improving University Students' Teachers’ Comprehension of School Management Concepts through Flipped Learning Putrawan I Made
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 1 (2026): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i1.110673

Abstract

Conventional instruction, which remains focused on content delivery, tends to position students as passive recipients of information with limited opportunities to construct an understanding of concepts independently. This situation highlights the need for innovative instructional strategies that optimize student engagement in grasping concepts related to institutional or corporate management. This study aims to analyze the effectiveness of the flipped learning strategy and evaluate its contribution to enhancing students' understanding of institutional or corporate management concepts. The study employs the Research and Development (R&D) method, utilizing a development design based on the stages outlined by Borg and Gall. The participants consisted of 73 pre-service teacher students enrolled in an institutional or corporate management course. Data were collected through a concept-understanding instrument covering three dimensions expressing, categorizing, and summarizing comprising 35 items that met reliability criteria. Data analysis used descriptive statistics and t-tests to determine differences in students' comprehension levels before and after implementing flipped learning. The results indicate that the flipped learning strategy significantly improved students' understanding after using the developed learning package. Consequently, flipped learning serves as an innovative instructional alternative that fosters active, independent, and meaningful learning. The study's findings contribute to the development of technology-based instruction aimed at enhancing the quality of learning in higher education.

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