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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 239 Documents
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Development of Edu Uno-Based Teaching Aids to Improve Critical Thinking on the Subject of Types and Patterns of Decorative Art in V Grade Elementary School Listiya Damayanti Permatasari; Ageng Triyono; Titi Anjarini
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.v17i2.2572

Abstract

The lack of critical thinking skills among fifth-grade elementary school students in comprehending creative content on types and patterns of decorative motifs necessitates the development of Edu Uno-based teaching aids as interactive learning media. This study aims to develop Edu Uno game-based instructional tools to enhance students' critical reasoning on the aforementioned material. The approach employed is the Research and Development (R&D) model adapted from ADDIE, validated by media experts (score: 4.57) and material experts (score: 4.65), both deemed highly feasible. Limited trials on 10 students yielded 62.69% effectiveness (moderate category), while field trials on 21 students achieved 73.16% (high category), with N-Gain scores in the high category. Questionnaire results from 31 students (98.6%) and one teacher (100%) indicated that the teaching aids are highly practical and suitable for sustained use. This development is expected to serve as an innovative solution for improving learning quality and student competency achievement effectively.
Humanistic Activity Design Needs Based on Ki Hajar Dewantara’s Philosophy for Elementary Students’ Critical and Creative Thinking Kamalia Nur Sufro; Puspita Ari Metalin Ika; Purwoko Budi
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.v7i2.2639

Abstract

Critical and creative thinking skills are essential competencies for elementary school students. However, classroom practices remain predominantly teacher-centered, limiting students’ opportunities for exploration and reflection. This study aims to analyze the need for designing humanistic learning activities based on Ki Hajar Dewantara’s philosophy as a foundation for developing learning models that foster higher-order thinking skills. A qualitative descriptive approach was employed, involving fifth-grade students at SD Unggulan Nahdlatul Ulama in Pasuruan City. Data were collected through observations, interviews, and document analysis, and analyzed using the Miles and Huberman interactive model. The findings indicate that students tend to be passive, rarely ask questions, and rely heavily on teacher instructions, resulting in underdeveloped critical and creative thinking skills. Moreover, existing learning activities have not adequately reflected humanistic values or the principles of Ing Ngarso Sung Tulada, Ing Madya Mangun Karsa, and Tut Wuri Handayani. These results highlight the urgent need for learning activity designs that are more dialogical, reflective, and emancipatory. The study concludes that a     4humanistic learning design grounded in Ki Hajar Dewantara’s philosophy is necessary to improve learning quality and serves as a conceptual and empirical basis for further research using a design research approach.
Education Management in Early Childhood Education: Curriculum Governance, Human Resources, Financing, and Quality Development Herinto Sidik Iriansyah; Saryono Saryono
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.v17i2.2655

Abstract

This study aims to identify patterns of findings, research trends, and research gaps in the field of Early Childhood Education (PAUD) management through a Systematic Literature Review (SLR) approach using the PRISMA protocol. A total of 22 articles published in the recent period were analyzed based on four main domains, namely curriculum management, human resource management, financing/finance, and PAUD quality development. The results of the review show that PAUD management research is still dominated by descriptive approaches and local case studies with a focus on learning implementation, curriculum development, and character building. The important findings of this study reveal gaps in curriculum digitization, comprehensive human resource management systems, alternative financing innovations, and the application of data and technology-based quality management. This study recommends future research directions that focus on the development of digital and inclusive curriculum models, sustainable human resource management, collaborative financing systems, and the development of technology-based Internal Quality Assurance Systems (SPMI). These findings are expected to enrich the literature on PAUD management and serve as a reference for the development of more innovative and sustainable PAUD institutional management policies and practices.
Evaluation of the Prophet Ibrahim's Prayer-Based Family Camp Program for Strengthening the Independent Character of Muslim Families: CIPP Model Analysis Parina Parina; Syihabuddin Syihabuddin; Momod Abdul Somad; Aceng Kosasih
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.v17i2.2668

Abstract

This study evaluates the effectiveness of Prophet Ibrahim’s Prayer–Based Family Camp Program in strengthening the independent character of Muslim families using the CIPP (Context, Input, Process, Product) model. The study contributes to Islamic family education by offering an evaluative framework for prophetic value–based family programs integrating Qur’anic spirituality and experiential learning. Independent character is defined as the ability of family members to demonstrate initiative, responsibility, worship discipline, and self-leadership within an Islamic moral framework. A qualitative evaluative approach employed participatory observation, in-depth interviews, family reflection sheets, and program documentation. Data were analyzed using the Miles and Huberman interactive model aligned with four CIPP components. Findings indicate high relevance to families’ spiritual and relational needs, particularly communication gaps and irregular shared worship. Input evaluation shows prayer-based modules, outdoor experiential design, and facilitator support are adequate, although facilitator standardization and operational procedures require strengthening. Process evaluation reveals that tadabbur alam, prophetic narratives, collaborative tasks, and guided reflection effectively internalize values. Product evaluation demonstrates improved family communication, more consistent joint worship routines, and strengthened children’s independent character. The study underscores structured evaluation and the program’s potential for adaptation to similar educational environments.
Empowerment management of The Asik Literacy Program based on Appreciative Inquiry to improve the quality of learning Rahmi Rahmi; Madhakomala R.
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.v17i2.2690

Abstract

Improving the quality of education is not only based on human resource capabilities, but also strategic management approaches in various aspects of school management. One example in planning the empowerment of Asik literacy program based on appreciative inquiry which is used to maximize student potential. The target of partispan in this research starts from students, teachers and parents in Bekasi city state high school. The study was designed as a study in retrospective subjects with comparison of pre-post self-reports using retrospective memories. Findings from evaluation and participant feedback stated that the Asik literacy program based on appreciative inquiry was proven to create an effective and flexible learning environment so that this approach supports improving the quality of more comprehensive learning. The findings of this study help to understand the psychology of students in the absorption of effective learning by integrating social and moral support from human relations approach in education.   
Psycholinguistic-Based Digital Interactive Storytelling for Strengthening Literary Literacy and Pancasila Values Herinto Sidik Iriansyah; Purwani Puji Utami; Maria Ulfa
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 18 No 1 (2026): Advancing Learning Innovation, Educational Technology, and Character Development
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v18i1.2861

Abstract

The transformation of 21st-century education requires literacy learning that improves reading competence while strengthening character and national values. Although digital storytelling has been widely used to support literacy development, a few studies have integrated psycholinguistic principles with digital interactive storytelling to simultaneously enhance literary literacy and Pancasila values among elementary school students. This study investigated the effectiveness of psycholinguistic-based digital interactive storytelling in improving literary literacy and strengthening Pancasila values among sixth-grade students at SDN Klender 03, East Jakarta. This classroom action research employed the Kemmis and McTaggart model in two cycles involving 31 students. Data were collected through literary literacy tests, observation sheets, interviews, and documentation. Literary literacy indicators included identifying story elements, interpreting meaning, drawing conclusions, and evaluating literary texts, while Pancasila values included cooperation, responsibility, empathy, critical thinking, and respect for diversity. The mean literary literacy score increased from 64.8 in the baseline condition to 74.2 in Cycle I and 84.6 in Cycle II, while learning mastery improved from 43.3% to 90%. Observation results also indicated improvements in Pancasila value indicators. These findings suggest that psycholinguistic-based digital interactive storytelling effectively enchances literary literacy and Pancasila values in elementary education.
The Effect of Contextual Teaching and Learning and Discovery Learning on Elementary Students' Mathematical Understanding Desi Dwi Amelia; Sulis Janu Hartati; Kusmiyati; Windi Setiawan
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 18 No 1 (2026): Advancing Learning Innovation, Educational Technology, and Character Development
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v18i1.2368

Abstract

For elementary school students, grasping mathematical principles is an essential skill required to apply the subject meaningfully. Yet, actual classroom instruction regularly concentrates on procedural mechanics rather than conceptual mastery. This quantitative, quasi-experimental research assessed the individual and combined effectiveness of Contextual Teaching and Learning (CTL) and Discovery Learning on pupils' mathematical grasp. The study was modeled around a single-group interrupted time-series approach, involving 17 sixth-graders from UPTD SD Negeri Ra'as, Indonesia. Evaluation metrics were derived from a validated, reliable test and computed using simple and multiple linear regressions within the IBM SPSS Statistics 25 environment. The investigation revealed that CTL significantly altered students' understanding (R2=0.949, p<.001), with Discovery Learning yielding a slightly higher magnitude of effect (R2=0.959, p<.001). Cojointly, the two teaching methodologies explained 99.1% of the fluctuations in the participants' mathematical comprehension (R2=0.991, p<.001). Ultimately, these insights imply that merging contextualized learning tasks with guided discovery serves as a highly effective pedagogical strategy to elevate conceptual math competencies at the primary level.
Psychometric Evaluation of a Cognitive Test for Accreditation Assessors in Academic Libraries Trimo Septiono; Awaludin Tjalla
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 18 No 1 (2026): Advancing Learning Innovation, Educational Technology, and Character Development
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v18i1.2816

Abstract

Limited empirical evidence exists regarding the validity of instruments used to assess evaluative competence in academic libraries accreditation. The 2025 revision of the Indonesian higher-education library accreditation instrument assigns the highest weighting to service components, requiring assessors to interpret relationships across indicators. This study examined the psychometric properties of a cognitive test instrument designed to assess such competence. A total of 32 items were administered to 30 assessors, and item characteristics were analyzed using classical test theory. Results indicate highly homogeneous response patterns: 90% of respondents scored in the high category, 81.25% of items were classified as easy, 46.88% had low discrimination indices, and 65.63% contained non-functional distractors. Although the KR-20 reliability coefficient was high (0.84), internal consistency was driven by response homogeneity rather than true variance in ability. These findings suggest that high internal consistency in cognitive assessment instruments may arise from response uniformity rather than reflecting actual variation in underlying ability, particularly in professional evaluation contexts.
Development of a Problem-Based Monopoly Game Integrating Contextual Social Issue Challenges for Elementary Social Studies Learning Debima Jejen Junior Robbyzess; Otib Satibi; Ika Lestari
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 18 No 1 (2026): Advancing Learning Innovation, Educational Technology, and Character Development
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v18i1.2824

Abstract

The limited use of interactive and problem-oriented learning media in elementary social studies classrooms has contributed to low student engagement and weak problem-solving skills. Although game-based learning has gained increasing attention, studies integrating Monopoly game mechanics with Problem-Based Learning (PBL) in elementary social studies remain limited. Therefore, this study aimed to develop a PBL-integrated Monopoly learning media and examine its validity and practicality. This study employed a Research and Development (R&D) approach using a 4D model consisting of define, design, develop,  and dissemination stages. The subjects involved media experts, material experts, linguists, teachers, and fourth-grade elementary school students. Data were collected through validation questionnaires, teacher and student response questionnaires, cognitive tests, and observations of student activities. Data were analyzed using descriptive quantitative and qualitative techniques. The findings showed that the developed media achieved high validity scores, namely 92.0% from media experts, 91.6% from material experts, and 93.3% from language experts. Validators nevertheless suggested improvements related to instruction clarity, visual consistency, and optimization of PBL activities within the game. Practicality results also showed positive responses from students (93.2%) and teachers (93.5%), although some students initially experienced difficulties in understanding the collaborative problem-solving process. Therefore, the developed PBL-integrated Monopoly media can be categorized as valid and practical for elementary social studies learning, while further refinement and broader implementation are still needed to optimize its instructional effectiveness.
Enhancing Students’ Self-Control Through Sociodrama-Based Group Counseling Barep Hapit Surya Putra; Ageng Triyono
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 18 No 1 (2026): Advancing Learning Innovation, Educational Technology, and Character Development
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v18i1.2835

Abstract

Adolescent self-control is a critical developmental competency associated with academic achievement and positive social behavior. This study examines the effectiveness of group counseling with sociodrama technique in improving the self-control of Grade XI students at SMA Muhammadiyah 3 Yogyakarta. A quasi-experimental design with a nonequivalent control group was employed. The experimental group (n = 33) participated in structured sociodrama-based group counseling sessions, while the control group (n = 38) received no structured intervention. Self-control was measured using a validated Likert-scale instrument based on Averill's three-dimensional model (behavioral, cognitive, and decisional control). Data were analyzed using paired-sample and independent-sample t-tests at  alpha = 0.05. Results demonstrated a statistically significant improvement in the experimental group (t(32) = 24.456, p < 0.001; mean gain = 11.97 points), compared to a negligible gain in the control group (mean gain = 1.39 points). The between-group comparison was also significant (t(69) = 4.050, p < 0.001). These findings confirm that sociodrama-based group counseling is an effective, engaging, and evidence-based strategy for developing adolescent self-regulation in school settings.

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