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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 736 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.
Communication Media Design for Children with Autism Spectrum Disorder 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

Communication is a crucial aspect in expressing desires and building social interactions. Children with Autism Spectrum Disorder (ASD) often experience barriers in verbal and nonverbal communication, which impact daily behavior and the learning process. This study aims to identify the need for communication media appropriate to the characteristics of children with ASD as a basis for developing effective learning media. This study used a qualitative descriptive approach with a case study design. The subjects in this study were 4 teachers who teach children with Autism Spectrum Disorder (ASD) and 4 children with ASD as students at the Autism Special School. Data were collected through structured interviews and observations of four teachers and four children with ASD at the special school—data analysis used thematic analysis. The study found that concrete objects and picture cards were used to help children gradually understand the concepts. This study concluded that communication learning for children with ASD requires a structured, individualized approach, supported by media appropriate to the child's characteristics. The implications of this study emphasize the importance of developing visual and technology-based learning media, increasing collaboration between teachers and parents, and providing teachers with training in managing children's behavior and in utilizing adaptive learning media to make the learning process more effective.
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.
Experiment Based Guided Inquiry Model Development using Writing Techniques to Boost Student’s Creativity Jusrin Efendi Pohan; Rosmita Ambarita
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 2 (2026): July
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i2.86175

Abstract

The aim of learning to write is not just to teach writing theory, but to practice writing so that they can produce a text. The integration of learning materials should be in line with the practices carried out by the teacher. This is what makes it difficult to combine the writing learning process to improve students' quality in writing. Students' low ability to write is influenced by internal factors (less interesting learning process) and external factors (less supportive environment) for students. To help with internal factors, developing a writing learning model with guided inquiry based on experimentation. This model is designed according to students' problems and needs in writing. This model was developed using the Plomp development model which consists of a preliminary study, prototype stage and evaluation. Each stage of this research was passed and carried out to see the validity, practicality and effectiveness of the model developed. This research was conducted at a high school in Medan City by taking samples using purposive sampling as an object for testing the model developed. Data collection instruments were carried out using tests, observation sheets and questionnaires. The data obtained consists of data on model validity, model practicality, and model effectiveness. Referring to the data obtained, the results of this research show that the experimental-based guided inquiry model that was tested was valid (feasible) to be tested, practical (easy to use), and effective (increasing students' ability) in writing texts. This can be seen from the data that the increase in students' writing competence is seen in terms of the quality of the texts written by students.
Organizational Commitment and Achievement Motivation Shape Elementary Teachers' Professional Growth Hana Tristiandari; Widya Kusumaningsih; Nurkolis Nurkolis
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 2 (2026): July
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i2.98279

Abstract

Teacher professional competence is an important factor in realizing quality learning. However, there are still teachers who have not been able to optimize their competence in developing innovative, adaptive learning that is in accordance with the demands of educational development. This condition indicates a need to examine the factors that contribute to improving teacher professional competence, particularly organizational commitment and achievement motivation. This study aims to analyze, evaluate, and interpret the effect of organizational commitment on teacher professional competence through achievement motivation as a mediating variable. This study uses a quantitative approach with an explanatory research design. The subjects of the study were public elementary school teachers selected through a proportional sampling technique. Data collection was carried out using a questionnaire method with a questionnaire instrument compiled based on the indicators of each research variable. The data obtained were analyzed using path analysis and mediation tests to examine direct and indirect relationships between variables. The results of the study indicate that organizational commitment has a positive effect on teacher professional competence and can increase achievement motivation. Achievement motivation also has a positive effect on teacher professional competence and acts as a mediator in this relationship. Thus, improving teacher professional competence can be realized through strengthening organizational commitment and achievement motivation. The implications of this research emphasize the importance of developing a supportive work environment, a positive organizational culture, and human resource management strategies that can encourage teacher motivation and professionalism in a sustainable manner.
Innovative Education Financing Policy And School Transformation of Andaluri Foundation Domisianus Erbing Wahyu; Arif Rohman
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 2 (2026): July
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i2.103384

Abstract

Foundation schools continue to face challenges in financing education, resulting in inadequate educational facilities and infrastructure as well as low salaries for teachers and educational staff. Although various financing policies have been implemented, evidence regarding the effectiveness of financing policy innovations in foundation schools remains limited. This study aims to explore the Yapnusda/Andaluri financing policy before the institutional transition and the Andaluri financing innovation implemented after the transition to the Redemptorist Congregation, together with the impacts of both policies. This study employed a qualitative approach with a case study design using Creswell’s spiral model of data analysis. Data were collected through in depth interviews with 16 participants, including foundation chairpersons, senior teachers, and school principals, and were supported by document analysis and field observations. The findings revealed that the Yapnusda policy, which granted financial autonomy to individual schools, was unable to address financing challenges effectively. In contrast, following the transition to the Redemptorist Congregation, financing innovations through financial centralization, cross-subsidy mechanisms, and partnership development contributed positively to school development. The study concludes that these financing policy innovations effectively address financial challenges in foundation schools. The findings imply that the Andaluri financing model can serve as a policy reference for foundation schools to strengthen financial sustainability and improve the quality of educational services.
The Problem-Solving-Based IPAS Teaching Materials on Students’ Critical Thingking and Problem-Solving Skills Rafia; Tahril; Gamar B.N Shamdas; Lilies N. Tangge; Abd. Hakim Laenggeng
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 2 (2026): July
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i2.104485

Abstract

The low levels of critical thinking and problem-solving skills among students remain a challenge in science learning. This condition is influenced by the use of conventional learning methods and limited textbook materials, which have not facilitated active student involvement in problem-solving. This study aims to evaluate the validity, practicality, and effectiveness of problem-solving-based science teaching materials in improving students' critical thinking and problem-solving skills. This study is a research and development (R&D) using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The subjects were 25 fifth-grade elementary school students. Data collection was carried out through expert validation, questionnaire distribution, and instrument-based tests consisting of validation sheets, practicality questionnaires, and tests of critical thinking and problem-solving ability. Data were analyzed qualitatively and quantitatively to assess the quality of the developed product. The results of the study indicate that the problem-solving-based science teaching materials meet the criteria of being very valid, very practical, and effective in improving students' critical thinking and problem-solving abilities. Thus, the developed teaching materials are suitable for use in science learning. This research suggests that problem-solving-based science teaching materials can serve as learning tools, especially for ecosystem material, to support learning oriented towards developing students' high-level thinking skills.
Psychographic-Based Marketing Strategies for Educational Services in the Context of Secondary Education Christina Beatrix Yarisetouw; Bambang Ismanto
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 10 No. 2 (2026): July
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v10i2.104999

Abstract

Junior high schools in Papua face challenges in the effectiveness of marketing strategies that have not been fully adapted to the psychographic characteristics of the community, resulting in low school appeal for prospective new students. This condition indicates the need for a comprehensive evaluation of the strategies that have been implemented. This study aims to analyze and evaluate the implementation of psychographic-based educational service marketing strategies using the CIPP (Context, Input, Process, Product) model. The study uses a qualitative descriptive design with research subjects consisting of school principals, vice principals in charge of curriculum, teachers, parents/guardians, and community leaders. Data were collected through in-depth interviews, observations, and document analysis, using interview guidelines and observation sheets as the main instruments. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results of the study show that (1) in terms of context, schools do not yet have targeted promotional planning and are not yet psychographically based; (2) in terms of input, budgetary support, human resources, and promotional facilities are still limited; (3) in terms of process, promotion is dominated by conventional methods and does not yet optimally utilize social networks or local cultural values; and (4) in terms of product, there is no program differentiation or strong positioning in the eyes of the community. The study concludes that the current marketing strategy is still ineffective and requires strengthening of planning, utilization of digital media, and collaboration with parents and community leaders. These findings imply the need for schools to develop local value-based promotional policies, improve the marketing communication capacity of human resources, and expand collaborative networks to strengthen the image and competitiveness of educational institutions.

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