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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
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AI Integration in Learning: Its Impact on Students' Metacognitive Awareness and Regulation Salim; Mustaji Mustaji; Citra Fitri Kholidya; Bima Tangguh Alam; Noor Jannah; Moh. Kusen
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.v10i2.107898

Abstract

The integration of artificial intelligence (AI) into higher education is becoming increasingly widespread, yet its impact on students’ metacognitive awareness and regulation remains poorly understood. This raises questions about the extent to which AI use can support the development of metacognition or, conversely, increase students’ cognitive dependence. This study aims to analyze differences in metacognitive awareness and regulation based on the intensity of AI use and to explore which aspects of AI use contribute most to students’ metacognition. The study employed a causal-comparative design involving 106 students grouped according to the intensity of their AI use. Data were collected via a questionnaire as the research instrument and analyzed using an independent samples t-test, Pearson’s correlation, and hierarchical regression. The results of the study show that students who use AI more intensively have higher levels of metacognitive awareness and regulation compared to students who use AI more moderately. Furthermore, the integration of AI into learning strategies and autonomy in utilizing AI are the aspects that contribute most to the development of metacognition. This study concludes that the quality of AI use is a more decisive factor than the frequency of use in supporting students’ metacognitive development. The implications of this study underscore the importance of designing AI-based learning that encourages strategic, reflective, and independent use to strengthen metacognition and support lifelong learning.
A Collaborative Academic Supervision Model Through A Learning Community (Sako Kombel) Integrated With A Web Portal To Improve Teacher Competency Messiana Jayati; Yari Dwikurnaningsih
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.v10i2.108322

Abstract

Academic supervision has become an essential component in efforts to enhance teacher competence; however, it has not yet fully fostered critical reflection, professional collaboration, and sustainable professional development among teachers. This study aims to design, validate, and test the effectiveness of a collaborative academic supervision model through a learning community integrated with a web portal to improve teacher competence. This research employed a research and development (R&D) design based on the Sugiyono R&D model, which consists of ten stages. Product validation was conducted by two supervision experts and one information technology expert. The research subjects comprised five school principals and ten teachers. Data were collected through interviews, observation sheets, and questionnaires, with questionnaires serving as the primary data collection instrument. Data analysis involved qualitative and quantitative descriptive analyses, complemented by a paired-sample t-test. The results showed that the SAKO KOMBEL model met the valid criteria based on expert assessments and received positive responses from users. In addition, the implementation of this model proved effective in improving teacher competency through strengthening collaboration, professional reflection, and the use of digital technology in the academic supervision process. This study concludes that a collaborative academic supervision model through a learning community integrated with a web portal is a valid and effective model for improving teacher competency. The implications of this study suggest that integrating learning communities and digital technology in academic supervision can be an alternative strategy for sustainable and adaptive teacher professional development to meet the needs of second-century education.
Sensory Game-Based Learning on Learning Engagement and Cognitive Development in Early Childhood Lucky Dewanti; Naufal Ramadian; Nina; Nurdini Ferianti; Muhammad Ichsan Nurjaman
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.v10i2.109234

Abstract

Instructional practices used by early childhood education (ECE) teachers often lack meaningful sensory experiences, resulting in suboptimal learning engagement and child development. This situation highlights the need for teaching methods that provide more concrete, active learning experiences tailored to the characteristics of young children. This study aims to analyse the simultaneous and partial effects of the sensory play method on young children's learning engagement and cognitive development. Using a quantitative survey design, the study selected ECE teachers as participants through purposive sampling, and the instrument pilot test involved teachers with similar characteristics. Data were collected via questionnaires. The analysis used descriptive statistics, prerequisite tests, and regression analysis. The results indicate that sensory play-based learning has a significant simultaneous effect on learning engagement and cognitive development. Individually, the sensory play method did not significantly influence learning engagement, but it significantly contributed to young children's cognitive development. The findings suggest that sensory play is an effective instructional approach for supporting children's cognitive development, although enhancing learning engagement may require additional strategies.
The Role of Prompt Engineering in Vocational Education: A Systematic Review to Help Inform Curricula Fadlan Nugraha Nur Pangestu; Ida Hamidah
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.v10i2.109489

Abstract

The integration of Generative Artificial Intelligence (GenAI) in vocational education is expanding rapidly; however, evidence-based references for selecting prompt engineering frameworks suited to the vocational learning context remain scarce. Without structured guidance, the potential of GenAI to enhance learning outcomes and the quality of vocational curricula cannot be fully realized. This systematic review addresses this gap by critically examining the role of prompt engineering in AI utilization within vocational education and evaluating the effectiveness of prompt engineering frameworks for curriculum integration, distinguishing between their applications in general and vocational subjects. Following PRISMA guidelines, a systematic literature review was conducted by searching reputable academic databases relevant to education, technology, and artificial intelligence. The review focused on recent publications reflecting the evolution of GenAI in educational contexts. From the initial pool of articles, only those meeting the inclusion criteria underwent further analysis using thematic content analysis. The findings reveal that prompt engineering plays several crucial roles: strengthening teaching practices, supporting student learning through scaffolding, and improving the reliability of AI outputs. The CRISPE framework was deemed most effective for general subjects characterized by interpretative and exploratory approaches. In contrast, CLEAR was found more suitable for vocational subjects requiring structured, step-by-step responses. These findings offer practical implications for vocational educators, curriculum developers, and policymakers on integrating AI literacy into vocational education curricula.
AR-Based Pop-Up Books Boost Second-Grade Elementary School Students’ Motivation to Learn Indonesian Language Learning Ni Kadek Tina Sumerti; Maria Goreti Rini Kristiantari; Putu Ari Dharmayanti
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.v10i2.110857

Abstract

Indonesian language instruction in elementary schools still lacks diverse learning media, which affects student motivation and learning outcomes. This study aimed to develop and test the validity, practicality, and effectiveness of an Augmented Reality (AR)-based digital pop-up book on the "My Feelings" (*Perasaanku*) topic for second-grade students. This development research employed the ADDIE model. Data were collected through expert validation questionnaires, individual and small-group trials, learning motivation questionnaires, and learning outcome tests. The trial subjects consisted of 12 students, while the research subjects included two content experts, one instructional design expert, and one media expert. Data collection methods involved observation, interviews, questionnaires, and learning outcome tests, utilizing questionnaire sheets and test items. Data analysis employed descriptive qualitative, descriptive quantitative, and inferential statistical techniques to assess product effectiveness. The results indicated that the media was rated as "very good" in terms of validity and practicality. Student learning motivation reached 97.50% (categorized as "very good"), and the average learning outcome score was 90.42, exceeding the BSKAP criterion of 86. The media was deemed valid, practical, and effective. This research highlights the potential of AR technology as an instructional innovation that enhances student engagement and learning experiences in an interactive and meaningful way.
Improving Equality and Equity in Education through the Integrated Public School Program Muhammad Arifin; Gusman Lesmana
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.v10i2.115601

Abstract

This study aims to analyse, evaluate, and synthesise the strategic role of Sekolah Rakyat (community-based schools) as a model for enhancing educational equity and community empowerment. This study employed a Systematic Literature Review (SLR) approach. The study analysed 25 scholarly articles that met specific inclusion criteria and covered various implementations of Sekolah Rakyat and community-based education across Indonesia. Data collection involved document analysis using tools such as article selection sheets, data extraction matrices, and literature analysis guidelines. Thematic and content analysis techniques were used to identify patterns, themes, and the contributions of Sekolah Rakyat to educational equity. The findings indicate that Sekolah Rakyat contribute significantly to expanding access to inclusive education (72%), fostering local culture-based learning engagement (64%), strengthening critical awareness and social empowerment (68%), and boosting literacy and educational participation (76%). However, 56% of studies identified challenges related to legal status, funding, and facilitator training. The study concludes that Sekolah Rakyat serve as an effective community-based educational alternative for promoting equitable education and sustainable social transformation. These findings underscore the need for strengthened policies, financial support, and cross-sector collaboration to enhance the sustainability and impact of Sekolah Rakyat in Indonesia.

Page 74 of 74 | Total Record : 736

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