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Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara
Published by STKIP Kusuma Negara
ISSN : 20857144     EISSN : 26230380     DOI : 10.37640/jip
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara is a multi-disciplinary national academic publication with internet access followed by peers qualified to disseminate state of the art knowledge in education, teaching development, instructional projects and inventions, learning methodologies, and new technologies in the field of education. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara is a scientific journal containing and disseminating research findings, in-depth study, and innovative ideas in the field of education. Teacher and lecturer innovation in educational sector development can make a positive contribution to schools and educational institutions. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara is published periodically (twice a year in January and July) by Research and Community Services in STKIP Kusuma Negara, with a total of 10 articles published every time (20 articles annually). The scope of this journal is: 1) English Education; 2) Civic Education; 3) Mathematics Education; 4) Science Education; 5) Early Childhood Education; 6) Primary Education; 7) Physical Education; 8) Any Education subject areas.
Arjuna Subject : Umum - Umum
Articles 225 Documents
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The Impact of Utilizing Big Book-Based Learning Media on Student’s Learning Interest and Conceptual Understanding of Acid-Base Chemistry Topics Rusdyana, Yuyun; Muhajir; Hanifah, Sri Yuni
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i1.2382

Abstract

This study explores the use of big book-based learning media and its impact on students’ interest in learning and understanding of acid-base concepts in 11th-grade chemistry at SMAN 1 Ketapang. The research applies a quantitative approach with a quasi-experimental design. Observations revealed that students’ learning interest and conceptual understanding of acid-base topics were still low. To measure the effect, an independent sample t-test was conducted. The results show a significance value of 0.000 < 0.05 for both learning interest and conceptual understanding, indicating a significant improvement after using big book-based media. The findings demonstrate that big books not only effectively enhance students’ motivation and comprehension but also make learning more engaging through visually appealing and well-structured content. This format allows students to read and understand material more easily, which stimulates interest and supports deeper understanding. Consequently, big book-based media can serve as an alternative solution for teachers aiming to improve students’ engagement and conceptual mastery, particularly in challenging topics like acid-base chemistry. The study emphasizes the importance of integrating creative and visually rich learning materials to foster active learning and improve educational outcomes in science subjects.
Multimodal Semiotic Analysis of Coldplay’s Viva La Vida: Lyrical, Visual, And Intertextual Meaning Pudjiati, Danti; Mawarni, Venti; Urassa, Bariki; Hamdani, Haris
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i1.2384

Abstract

This study analyzes Viva La Vida by Coldplay to explore the deeper meaning behind its lyrics and music video.The song tells the story of a fallen king and expresses themes like power, loss, regret, and hope. As a multimodal text, it combines music, words, and visuals to deliver its message. Using a qualitative method, the researcher closely examined the lyrics and visuals.The analysis is based on three main theories: Barthes’ semiotics, Kristeva’s intertextuality and Kress & van Leeuwen’s multimodality. Barthes’ theory helps explain how words like “crown” and “puppet” carry not just literal meaning, but also feelings and cultural ideas. Kristeva’s intertextuality shows how the song connects with older stories from history, the Bible, and literature, such as the French Revolution and Shakespeare. These references give the song deeper emotional value.The music video supports the story through strong visual symbols like a dying rose, broken television, and gestures of surrender. According to Kress and van Leeuwen, these elements add to the overall meaning. In the end, Viva La Vida gives a clear message: power does not last forever, but people can learn and reflect.The song is also useful for learning English grammar, vocabulary, and critical thinking
A Didactical Design of Teaching Decimal Numbers for Fourth-Grade Elementary Students Mitria, Mitria; Fuadiah, Nyiayu Fahriza; Ningsih, Yunika Lestaria
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 2 (2026): Inclusive Education dan Differentiated Instruction
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i2.2458

Abstract

Learning obstacles to decimal concepts at the elementary level can hinder students' mathematical development in subsequent grades. A common difficulty lies in interpreting decimal values, which requires a well-structured instructional design to minimize these barriers. This study aims to develop a didactic design for teaching decimals based on an analysis of learning barriers and learning trajectories. Using Didactical Design Research (DDR), this study was conducted through three stages: prospective analysis, metapedadidactic analysis, and retrospective analysis. Data were collected through interviews, tests, documentation, and video recordings. Initially, learning barriers in ontogenic, epistemological, and didactic aspects were identified in fifth-grade students who had already learned decimals. Based on these findings, a Hypothetical Learning Trajectory was developed and implemented with 19 fourth-grade students who had not yet learned decimals. The results showed that the didactic design significantly improved students' ability to interpret decimals and strengthened their understanding of decimal operations. These findings underscore the importance of addressing learning obstacles in instructional design and recommend the integration of the DDR approach in mathematics teaching to enhance conceptual understanding from an early stage.
Psycholinguistics-Based Creative Writing to Optimize Literacy Skills in Elementary Schools Ulfa, Maria; Oktaviana, Eva; Hasanah, Nur
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 2 (2026): Inclusive Education dan Differentiated Instruction
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i2.2489

Abstract

Human beings, language, the psyche, and cognitive abilities form an inseparable unity intertwined through creativity. The product of this synthesis is poetry. Poetry represents the soul of human cognition and creativity expressed through language. It consists of themes, diction, metaphors, and layers of meaning. As a result of this cognitive process, poetry can be utilized to enhance literacy skills. This qualitative descriptive study with content analysis analyzed poems written by 61 fifth-grade students at SDN Klender 03, East Jakarta. The analysis employed the Miles and Huberman flow model, consisting of three stages: data reduction, data display, and data verification. The students’ poems were examined in terms of theme, diction, metaphor, and complexity of meaning. Based on the findings, the analysis applied a psycholinguistic approach. The study revealed that students’ writing patterns tended to involve imitation, indicating the need for poetry writing instruction that concretizes students’ thoughts one of which can be stimulated through visual imagery. Effective poetry writing instruction can stimulate students’ creative thinking skills and, consequently, foster literacy skills more effectively.
Digital-Efficacy Design: A Deep Learning-Based Learning Model For Literacy And Numeracy In Inclusive Schools Yuni, Yatha; Arifannisa, Arifannisa; Harini, Hegar
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 2 (2026): Inclusive Education dan Differentiated Instruction
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i2.2490

Abstract

Inclusive schools continue to strive to provide equitable education for all students, including those with disabilities. The Merdeka Curriculum emphasizes literacy and numeracy as core competencies but requires a more adaptive system to be effectively implemented in inclusive settings. This study develops and evaluates the Deep Learning-Based Digital Efficacy Design Model as an innovative approach to enhance literacy and numeracy learning for students with special needs. Using the Design and Development Research method by Richey and Klein, the research was conducted at SLBN 12 South Jakarta, involving 30 teachers and 30 students selected through cluster random sampling. Findings indicate a consistent increase in literacy and numeracy across all disability types and educational levels. These improvements demonstrate the model’s effectiveness in strengthening students’ comprehension and engagement with literacy and numeracy concepts. Additionally, the results show that the deep learning approach successfully accommodates the cognitive and sensory diversity of students, particularly those with hearing impairments and mild to moderate intellectual disabilities. Overall, the implementation of the Deep Learning-Based Digital Efficacy Design Model significantly enhanced literacy and numeracy performance in inclusive learning environments. Teachers should use adaptive digital tools and personalized feedback in daily lessons to help all students achieve literacy and numeracy
Integration of Cultural Literacy in Elementary School Curriculum: n Empirical and Conceptual Literature Analysis Kusumawati, Farida; Zakiah, Linda; Yunus, Mahmud
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 2 (2026): Inclusive Education dan Differentiated Instruction
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i2.2542

Abstract

This study explores the integration of cultural literacy within the elementary school curriculum through an analysis of empirical and conceptual literature published between 2020 and 2025. Using a Systematic Literature Review (SLR) approach guided by PRISMA 2020, nine primary studies were analyzed to identify patterns, challenges, and opportunities in implementing cultural literacy in basic education. The reviewed studies most prominently addressed local cultural knowledge, cultural identity, and intercultural communication, with digital storybooks, VR/AR-based learning, and project-based field experiences emerging as the most effective strategies for enhancing students’ cultural understanding, engagement, and reading literacy. In contrast, limitations such as unequal technological access, varying levels of teacher competence, and inconsistent availability of culturally relevant learning materials were identified as key barriers. Conceptually, cultural literacy was consistently framed through cognitive, affective, and social dimensions aligned with the Pancasila Student Profile. The study concludes that integrating cultural literacy into the curriculum offers strong pedagogical value and recommends strengthening teacher capacity, expanding digital and print cultural resources, and conducting cross-regional research to build more generalizable evidence for policy development.
Listening Skills Integration through the Interdisciplinary Approach in Elementary Schools: Teaching Techniques and Practical Recommendations Suhardiningsih, Vonny; Usman, Herlina; Lestari, Ika
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 2 (2026): Inclusive Education dan Differentiated Instruction
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i2.2554

Abstract

This research employed a systematic literature review (SLR) of seven international peer-reviewed journal articles published between 2020 and 2025. The literature search was conducted using the Scopus database  keywords “listening skills” AND “elementary school” with inclusion criteria focusing on studies addressing listening skills, interdisciplinary learning, and elementary school contexts. Data were analyzed using thematic synthesis to identify instructional strategies, learning outcomes, and pedagogical implications. The findings indicate that listening skills play a fundamental role in language acquisition and require explicit instructional support and structured learning experiences to develop effectively. An interdisciplinary approach enhances listening skills by enabling students to learn language contextually through connections with other subjects such as science, art, and health. Instructional strategies including project-based learning, games, and gamification positively contribute to students’ motivation, collaboration, and critical thinking.The novelty of this study lies in synthesizing evidence on interdisciplinary listening instruction specifically in elementary education. Practically, the findings provide evidence-based guidance for teachers to design meaningful and participatory listening activities aligned with curriculum demands. This study highlights the relevance of integrating listening skills and elementary school  contexts to improve language learning quality in the digital era.
Enhancing High School Students Investment Skills and Risk Management Through Capital Market Simulation with Virtual Trading Wayudi, Mauliana; Aria, Rizki; Akbar, Aidil; Raisah, Raisah; Adilla, Sarah
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 2 (2026): Inclusive Education dan Differentiated Instruction
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i2.2521

Abstract

This study examines the effectiveness of virtual trading–based capital market simulations in improving high school students’ investment and risk management skills, addressing the persistently low level of financial literacy among Indonesian adolescents. Using a quantitative approach with a quasi-experimental nonequivalent control group design, this research involved an experimental group that learned through virtual trading simulations and a control group that received conventional instruction. Data were collected through pretests and posttests and analyzed using normality and homogeneity tests, paired sample t-tests, and ANCOVA (a = 0.05). The results indicate that students who participated in virtual trading simulations experienced a significantly greater improvement in investment and risk management skills than those in the conventional learning group. These findings suggest that simulation-based learning enhances students’ critical and practical thinking by providing experiential exposure to real-world investment decision-making. Accordingly, integrating virtual trading simulations into economic education can serve as an effective instructional strategy to better prepare students for real-life financial challenges. However, this study has limitations in terms of contextual scope, as it was conducted in only one school, which may affect the generalizability of the findings to broader educational settings.
Implementation of the Merdeka Curriculum in Vocational High School Accounting and Financial Institutions Program Kharis Fatima, Sefialdila; Dhany Efita , Sari
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 2 (2026): Inclusive Education dan Differentiated Instruction
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i2.2559

Abstract

The purpose of this study was to determine the implementation of the Merdeka Curriculum at SMK N 1 Sragen, particularly in the Accounting and Institutional Finance Program, to identify the planning and implementation of Merdeka Curriculum-based learning, and to describe the implementation of the Pancasila Student Profile Strengthening Project (P5). The data collection techniques used were interviews, observation, and documentation. The data analysis techniques used were data reduction, data presentation, and conclusion drawing. The results of the study showed that the implementation of the Merdeka Curriculum in vocational high schools in the Accounting and Institutional Finance Program has generally been carried out in accordance with the concepts and stages of the Merdeka Curriculum. Teachers and students feel that they are given the flexibility to develop learning materials in accordance with the characteristics and needs of the students. In addition, the Merdeka Curriculum also provides opportunities for students to develop independent learning and hone their skills, including public speaking, learning to express opinions, and increasing creativity and broadening their knowledge. Through P5 activities, students receive more meaningful, relevant, and student-centered education with an emphasis on character building in accordance with the Pancasila Student Profile.
The Analysis of Local Wisdom Learning Media Implementation at SD Negeri Gorua: Preserving Culture in a Frontier Area Lessy, Ledy Yanti; Febriana, Pratiwi
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 2 (2026): Inclusive Education dan Differentiated Instruction
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i2.2564

Abstract

This research aims to analyze local wisdom-based learning media at SD Negeri Gorua and to identify challenges in its implementation. The study employed a descriptive qualitative approach. Research subjects included the school principal, teachers, students, parents, and local community figures. Data were collected through classroom observations, in-depth interviews, and documentation review. The collected data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that local wisdom-based learning media at SD Negeri Gorua have been implemented creatively and participatively by integrating various elements of local culture into cross-class and cross-subject learning activities. Teachers and the school principal demonstrated strong commitment to incorporating Galela culture into the learning process as a means of strengthening students’ character education and enhancing conceptual understanding. Local language use, traditional clothing, and the integration of traditional arts and sports into learning activities represent notable good practices. However, several challenges were identified, including limited learning resources, insufficient teacher training related to local wisdom integration, inadequate facilities, and weak collaboration among schools, the community, and government institutions. Despite these constraints, the implementation shows strong potential. The results of this study can serve as a reference for schools in frontier and remote areas in Indonesia contexts.

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