cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Made Gautama Jayadiningrat
Contact Email
jpppjournal@undiksha.ac.id
Phone
+6287762961886
Journal Mail Official
gtm_jd@yahoo.co.id
Editorial Address
Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116
Location
Kota denpasar,
Bali
INDONESIA
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
 70   71   72   73   74 
Modeling the Determinants of Students’ Intention to Engage in IPAS Learning: A PLS-SEM Approach Rachmad Kurniawan; Hairida Hairida; Rio Pranata; Dyoty Auliya Vilda Ghasya; Agung Hartoyo; Muhammad Irfan Izudin
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.v10i2.105002

Abstract

Elementary school student engagement in Natural and Social Sciences (IPAS) learning remains suboptimal because the psychological mechanisms shaping their intention to participate have not been comprehensively mapped. This study aims to evaluate a structural model based on Expectancy–Value Theory that explains the relationships among Attainment/Utility Value, Expectancy for Success, Affective Reactions, and behavioural intention in the context of IPAS learning. A quantitative approach with a cross-sectional survey design was employed. The study subjects consisted of 60 sixth-grade elementary students who had completed the entire IPAS curriculum. Data were collected using a closed-ended, five-point Likert scale questionnaire developed based on Expectancy–Value Theory constructs and validated by experts. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to evaluate both the measurement and structural models. The results indicate that Attainment/Utility Value and Expectancy for Success positively influence Affective Reactions, while Affective Reactions strengthen students' Behavioural Intention to engage in IPAS learning. The study concludes that student learning engagement forms through the interplay of perceived learning value, beliefs about success, and positive affective experiences. These findings highlight the importance of designing meaningful IPAS instruction, providing structured learning support, and fostering positive emotional experiences to enhance student learning engagement sustainably.
Simple Digital Technology in Indonesian Language Instruction to Improve Students’ Academic Writing Skills Emalia Nova Sustyorini
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.v10i2.105133

Abstract

Academic writing remains a challenge for many university students because they struggle to master argumentative structures, use academic language, and integrate sources effectively. This study aims to analyze the effectiveness of implementing simple digital technologies specifically Google Docs and Padlet as tools for online collaboration and editing to enhance students' academic writing skills. A mixed-methods approach was employed, involving 62 students. Quantitative data were obtained through pre- and post-tests using a standardized academic writing rubric. Qualitative data were gathered through observations of learning activities and semi-structured interviews to explore students' experiences during the intervention. Quantitative data were analyzed using comparative statistical tests to assess changes in writing ability before and after the intervention. In contrast, qualitative data were analyzed using thematic analysis to identify patterns in student responses to the digital technology. The results show a significant improvement in academic writing skills, with an average score increase of 27.8%, along with positive changes in learning motivation and students' understanding of the academic writing process. These findings suggest that simple digital technologies can effectively strengthen writing skills while supporting collaborative learning and the development of academic literacy. The study's implications underscore the need to integrate accessible technology into higher education writing instruction strategies.
Perennialism Learning Strategy as Moral Reconstruction for Students Gusman Lesmana; Mahriyuni; Ibrahim gultom
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.v10i2.105172

Abstract

The moral crisis among students, such as a decline in respect, responsibility, and honesty, indicates a gap between educational goals and the reality of school practice. This condition demands moral reconstruction through a philosophical approach that integrates universal values into learning strategies. This study aims to analyze the role of learning strategies based on perennialism philosophy in reconstructing students' morals. The study used a Systematic Literature Review (SLR) approach by examining 45 scientific articles published between 2013 and 2024 and obtained from the Google Scholar, Scopus, DOAJ, and Garuda Ristekdikti databases. Data collection was carried out through documentation techniques with an instrument in the form of a literature selection sheet based on predetermined inclusion and exclusion criteria. Data analysis was carried out through the stages of identification, selection, thematic classification, and narrative synthesis to ensure methodological transparency. The results of the study indicate that the perennialism learning strategy, which emphasizes reflective dialogue, the study of classical texts, intellectual discipline, and teacher role models, is effective in fostering ethical awareness, moral integrity, and rational thinking skills in students. It is concluded that the perennialism approach is relevant and strategic as a conceptual framework for moral reconstruction amidst value disruption and modern technological developments. The implication is that education needs to reaffirm its orientation toward universal values of truth and virtue to shape an intelligent, characterful, and civilized generation.
The Transformation of Historic Sites into Digital Learning Resources to Strengthen History Literacy Among High School Students Mutawakkil; Nuraedah; Charles Kapile; Fajar Nugroho; Priyatna P
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.v10i2.105514

Abstract

Local history instruction at the high school level faces challenges such as a lack of contextual learning media, minimal use of historical sites specifically those in Palu City as learning resources, and low student interest in understanding their own region's history. This study aims to develop and assess the feasibility of a leaflet on Palu City's historical sites as a history learning medium for high school students. The study employs the Research and Development (R&D) method using the ADDIE model, which encompasses the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were students, with trials conducted involving a small group of 15 students and a large group of 30 students. Data were collected through observation, questionnaires, and documentation, utilising validation sheets for media, language, and content experts, as well as response questionnaires for students and teachers. The data were analysed using quantitative and qualitative descriptive analysis techniques. The results indicate that the developed leaflet received a "highly feasible" rating from experts (subject to minor revisions). In contrast, trial results showed scores of 84.7% for the small group and 90% for the large group both falling into the "excellent" category. Thus, the Palu City historical site leaflet is effective as a learning medium and a viable alternative for history instruction that emphasises a contextual approach and the preservation of local values.
Mapping Preservice Teachers’ Digital Language Literacy within the TPACK Framework: Needs, Wants, and Lacks toward Project-Based Learning Boris Ramadhika; Agnira Rekha
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.v10i2.105720

Abstract

Although many pre-service teachers are accustomed to using various digital tools, they still struggle to translate these technological skills into meaningful learning experiences grounded in pedagogical considerations. This study aims to analyse and evaluate pre-service teachers' readiness in Digital Language Literacy (DLL) based on the Technological Pedagogical and Content Knowledge (TPACK) framework, as well as to identify their needs, wants, and lacks (NWL) as a basis for developing a TPACK-oriented Project-Based Learning (PBL) model. A quantitative descriptive research design was employed, involving 45 third-semester pre-service teachers enrolled in the Digital Language Literacy course. Data were collected using a 36-item questionnaire covering six TPACK domains: Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge, Pedagogical Content Knowledge, and TPACK integration. The data were analysed using descriptive statistics, specifically by calculating mean scores and categorising readiness levels for each domain. The results indicate that while the pre-service teachers had high levels of technological knowledge, their pedagogical and content knowledge were moderate, and their integrative capabilities fell within the low-to-moderate range. The study concludes that digital readiness develops incrementally, noting that technological proficiency does not automatically translate into pedagogical integration skills. These findings imply that a TPACK-oriented PBL approach is necessary to bridge this gap through authentic and reflective learning experiences, thereby fostering competent pre-service teachers.
Developing a Science, Environment, Technology, and Society (SETS) Based Biology Module to Improve Students’ Motivation and Critical Thinking Ersa Ramadani; I Nengah Kundera; Lestari Alibasyah; Mohammad Jamhari; Mursito S. Bialangi
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.v10i2.105896

Abstract

Low learning motivation and critical thinking skills among students in science (IPA) classes stem from teaching materials that fail to link scientific concepts to the environment. This situation necessitates the development of teaching materials that are contextual and relevant to students' learning needs. This study aimed to develop a SETS-based biology learning module that is valid, practical, and effective in enhancing learning motivation and critical thinking skills. It employed a Research and Development (R&D) approach using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 40 seventh-grade students. Research instruments included expert validation sheets, a learning motivation questionnaire, an essay test for critical thinking skills, and response questionnaires for both students and teachers. Data analysis utilised descriptive percentage analysis, the N-Gain test, and the One-Sample T-test. The results indicate that the SETS-based learning module was highly valid (90%) and highly practical (teacher and student response scores of 92.08% and 84%, respectively). Effectiveness testing revealed an N-Gain of 0.78 for learning motivation (effective category) and an N-Gain of 0.56 for critical thinking skills (moderately effective category). At the same time, the t-test yielded a p-value of < 0.05. Based on these findings, the SETS-based biology learning module is deemed suitable and effective for use in science instruction. The study implies that SETS-based modules can serve as an alternative contextual teaching resource to improve the quality of biology education in junior high schools.
Enhancing Educational Foundations Learning Through Cooperative Methods Supported by Audio-Visual Media Ahmad Hariyadi; Wawan Shokib Rondli; Fatikhatun Najikhah; Dumiyati; Siti Aniqoh Shofwani
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.v10i2.106067

Abstract

Limited active student engagement remains a challenge in higher education, particularly in lecture-dominated classrooms that do not fully reflect student-centered learning principles. This study aimed to analyze the implementation of audiovisual assisted cooperative learning and its influence on student engagement and classroom interaction. A qualitative descriptive-exploratory design was employed involving students and the lecturer of the Foundation of Educational Science course. Data were collected through semi-structured interviews and classroom observations and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, supported by source triangulation. The findings indicate that integrating audiovisual media, including videos, animations, and digital presentations, into cooperative learning activities enhanced students’ understanding of abstract concepts, participation in discussions, and academic interaction. Implementation effectiveness was influenced by group composition, time management, and the lecturer’s facilitation skills. Students also reported increased learning motivation, social interaction, and deeper conceptual understanding. The study concludes that audiovisual-assisted cooperative learning effectively enhances academic engagement while fostering communication, collaboration, and critical thinking skills. These findings imply that integrating audiovisual media into cooperative learning can support more participatory and student centered practices in higher education.enhances academic engagement and supports the development of communication, collaboration, and critical thinking skills in higher education.
Learning Agility and Innovative Behavior Among College Students Using Structural Equation Modeling (SEM) Astiyana Arum Larasati; Ramadhan Dwi Marvianto
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.v10i2.106427

Abstract

Innovative behavior has become an essential competency for university students in responding to the demands of the Industry 4.0 era. However, despite their participation in practice-based learning experiences, many students have not yet developed the capacity to translate these experiences into innovative actions. This study aimed to analyze and evaluate the effect of learning agility on the innovative behavior of university students who had completed internship programs. A quantitative explanatory research design was employed. The participants consisted of 303 undergraduate students who had completed an internship program and were selected using purposive sampling. Data were collected through an online survey using the Learning Agility Scale and the Innovative Behavior Scale. Confirmatory Factor Analysis (CFA) was conducted to examine the construct validity of the measurement instruments, while Structural Equation Modeling (SEM) was employed to investigate the structural relationship between learning agility and innovative behavior. The findings demonstrated that the measurement instruments exhibited satisfactory construct validity and that learning agility exerted a positive and significant effect on students' innovative behavior. These findings indicate that learning agility is a critical personal capability that enables students to transform experiential learning into innovative actions. The study highlights the importance of integrating adaptive, reflective, and experience-based learning strategies into higher education curricula to strengthen students' readiness for increasingly dynamic and innovation-driven workplaces.
Internalizing the Values of Lampung Heroism to Foster Historical Empathy in the Digital Generation Winda Pitriani Parhamah Winda; Aman; Pasha Al Nadzri; Imroah Laina Retno Mukti Kusuma; Tata Atmadewi
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.v10i2.106941

Abstract

Secondary-level history education often becomes bogged down in rote memorization of chronological facts, resulting in low levels of historical empathy and a lack of understanding of local identity among students. A scarcity of contextual and interactive teaching materials poses a major obstacle to helping the digital generation internalize the values of regional heroes. This study aimed to develop an educational medium, specifically an e-module on Lampung historical figures using the Research and Development (R&D) approach based on the 4-D model. The study involved 62 Grade XI Social Sciences (IPS) students at a high school, divided into experimental and control groups. Data were collected through interviews, observations, and a Likert-scale questionnaire to measure students' levels of historical empathy. Data analysis combined the Miles & Huberman qualitative model with quantitative analysis using an independent-samples t-test. The results revealed a significant difference, with the experimental group achieving a mean historical empathy score of 89.3, compared to 79.9 for the control group. The study concludes that value internalization through contextual e-modules effectively transforms students' affective understanding of the struggles of local figures. These findings offer teachers an innovative alternative medium to enrich instructional strategies and reinforce the premise that geographical proximity and human-centric narratives are key to fostering historical empathy among the digital generation.
Bingo Learning Media Based on Assemblr EDU to Measure Students’ Communication and Collaboration Skills Sulistiani; Tahril; Ratman; Paulus Hengky Abram; Vanny M. A. Tiwow
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.v10i2.107626

Abstract

Students' limited communication and collaboration skills remain a challenge in science education, as instruction often relies on conventional methods and lacks support from interactive learning media. This study aimed to analyse the effectiveness of an Augmented Reality-based Bingo learning medium developed using the Assemblr Edu application in enhancing students' communication and collaboration skills. The study employed a Research and Development (R&D) approach using the ADDIE model. The research subjects and trial participants were 23 eighth-grade students selected using a saturated sampling technique. Data were collected through expert validation sheets, teacher and student response questionnaires, observation sheets, and pre- and post-tests. Data were analysed using descriptive statistics, paired-sample t-tests, and N-Gain analysis. The results indicate that the developed learning medium met the criteria for being highly valid, highly practical, and effective in improving learning outcomes as well as students' communication and collaboration skills. The medium also fostered active student engagement during the learning process, optimising interaction and cooperation among students. It is concluded that the Augmented Reality-based Bingo learning medium is a suitable innovative alternative to support the development of students' communication and collaboration skills in science education. This study highlights the potential of Augmented Reality technology as a medium to strengthen 21st-century skills in schools.

Page 73 of 74 | Total Record : 736

 70   71   72   73   74 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 2 (2026): July Vol. 10 No. 1 (2026): April Vol. 9 No. 3 (2025): October Vol. 9 No. 2 (2025): July Vol. 9 No. 1 (2025): April Vol. 8 No. 3 (2024): October Vol. 8 No. 2 (2024): Juli Vol. 8 No. 1 (2024): April Vol. 7 No. 3 (2023): October Vol. 7 No. 2 (2023): Juli Vol. 7 No. 1 (2023): April Vol. 6 No. 3 (2022): Oktober Vol. 6 No. 2 (2022): Juli Vol. 6 No. 1 (2022): April Vol 5, No 3 (2021): Oktober Vol. 5 No. 3 (2021): Oktober Vol. 5 No. 2 (2021): Juli Vol 5, No 2 (2021): Juli Vol 5, No 1 (2021): April Vol. 5 No. 1 (2021): April Vol 4, No 2 (2020): Juli 2020 Vol 4, No 1 (2020): April 2020 Vol. 4 No. 3 (2020): Oktober Vol 4, No 3 (2020): Oktober Vol 4, No 3 (2020) Vol 4, No 2 (2020): Juli Vol. 4 No. 2 (2020): Juli Vol 4, No 1 (2020): April Vol. 4 No. 1 (2020): April Vol 3, No 3 (2019): Oktober 2019 Vol 3, No 2 (2019): Juli 2019 Vol 3, No 1 (2019): April 2019 Vol. 3 No. 3 (2019): Oktober Vol 3, No 3 (2019): Oktober Vol 3, No 2 (2019): Juli Vol. 3 No. 2 (2019): Juli Vol 3, No 1 (2019): April Vol. 3 No. 1 (2019): April Vol 2, No 3 (2018): Oktober 2018 Vol 2, No 2 (2018): Juli 2018 Vol 2, No 1 (2018): April 2018 Vol 2, No 3 (2018): Oktober Vol. 2 No. 3 (2018): Oktober Vol. 2 No. 2 (2018): Juli Vol 2, No 2 (2018): Juli Vol 2, No 1 (2018): April Vol. 2 No. 1 (2018): April Vol 1, No 3 (2017): Oktober 2017 Vol 1, No 2 (2017): Juli 2017 Vol 1, No 1 (2017): April 2017 Vol. 1 No. 3 (2017): Oktober Vol 1, No 3 (2017): Oktober Vol 1, No 2 (2017): Juli Vol. 1 No. 2 (2017): Juli Vol. 1 No. 1 (2017): April Vol 1, No 1 (2017): April More Issue