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INDONESIA
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Published by Indonesian Institute for Counseling, Education and Therapy
ISSN : 24769886     EISSN : 24770302     DOI : -
Core Subject : Education,
Education
EDUCATIO Journal ISSN: Print 2476-9886 –Online 2477-0302 is the Counseling Journal is a peer-reviewed, counseling journal published by Indonesian Institute for Counseling, Education and Theraphy. The aim of this journal is to publish articles dedicated to all aspects of the latest outstanding developments in the field of education. Its scope counseling in education, sections include research, assessment, supervision in counseling, sexual abuse, violence addition counseling, multi-cultural counseling, crisis intervention, trauma counseling, ITC in counseling, counseling career, spiritual counseling, marriage and family counseling, counseling and psychotherapy. EDUCATIO published biannualy (April and October).
Arjuna Subject : -
Articles 747 Documents
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Evaluasi dampak model flipped classroom terhadap prestasi matematika Darmasunu, I Made Arya Trybayu; Agung Gede Agung, Anak; Luh Erni Sulindawati, Ni
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526694

Abstract

The Flipped Classroom model is widely promoted as an innovative solution for improving mathematics achievement. Yet, classroom implementations often reveal a different reality: promising designs do not always translate into measurable gains. This study re-examines that promise through a quasi-experimental Non-Equivalent Control Group Design involving 104 eighth-grade students at SMP Negeri 1 North Kuta. The intervention was implemented over [insert duration, e.g., eight weeks], comparing a flipped classroom approach with conventional instruction. Mathematics achievement was analyzed using ANCOVA, controlling for students’ learning motivation and teachers’ pedagogical competence. Although the experimental group obtained a higher mean score (72.66) than the control group (68.23), the difference was not statistically significant (Sig. 0.223 > 0.05) after covariates were accounted for. Furthermore, learning motivation and pedagogical competence did not function as significant covariates. These findings challenge the assumption that instructional innovation alone guarantees improved outcomes. Rather than demonstrating effectiveness, the results highlight the contextual and readiness-dependent nature of flipped learning implementation. The study suggests that without sufficient student readiness for independent learning, flipped classroom interventions may yield limited impact. Therefore, future implementations should prioritize gradual scaffolding strategies that cultivate autonomous learning habits before fully adopting the flipped model. By documenting a null result, this research contributes to a more balanced evidence base on educational innovation and underscores the importance of implementation conditions in interpreting intervention outcomes.
Implementasi pendidikan karakter melalui pembiasaan dalam meningkatkan sikap disiplin peserta didik Riasinta, Ni Kadek Ratna; Wayan Widiana, I; Luh Gede Erni Sulindawati, Ni
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Most previous research has focused on specific outcomes, such as discipline or moral behavior, rather than examining program implementation holistically. Addressing this gap, the present study evaluates the effectiveness of the 7 Habits of Great Indonesian Children Program at SMP Negeri 1 Kuta Utara using the CIPP (Context, Input, Process, Product) evaluation model. This study employed a quantitative evaluative design involving 90 students selected through purposive sampling. Data were collected through Likert-scale questionnaires, observations, and documentation, and analyzed using descriptive statistics, T-Score calculations, and the Glickman Quadrant to determine the program’s effectiveness position. The findings indicate that the program demonstrates a high level of effectiveness across all four CIPP components. The context evaluation shows strong alignment with the school’s vision and character development goals. The input component reflects adequate resource support and student readiness. The process component reveals consistent implementation through structured daily habituation practices. The product component indicates measurable positive changes in students’ disciplined, religious, and socially responsible behaviors. Based on the Glickman Quadrant analysis, the program is positioned in Quadrant I (Very Good), suggesting that the integration of environmental preparedness, teacher role modeling, and sustained habituation contributes meaningfully to character development. This study contributes to the literature by providing a holistic, model-based evaluation of a multi-habit character education program within the Indonesian secondary school context. However, the findings are limited to one school setting and rely primarily on self-reported data, which may affect generalizability. Future studies are recommended to incorporate comparative designs and longitudinal data to better assess long-term program impact.
Efektivitas problem based learning dalam pembelajaran bahasa indonesia: analisis kuasi-eksperimen dengan motivasi belajar sebagai kovariat Sari, Ni Wayan Lilia; Agung Gede Agung, Anak; Luh Gede Erni Sulindawati, Ni
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526701

Abstract

The research employed a quantitative approach using a quasi-experimental design, specifically a non-equivalent control group design. The experimental group received instruction using the PBL model, while the control group was taught using a conventional teaching approach. Data were collected using a standardized Indonesian language achievement test developed based on curriculum indicators. The instrument underwent content validation by subject-matter experts and was empirically tested to establish construct validity and reliability, yielding a satisfactory reliability coefficient. Prior to hypothesis testing, prerequisite analyses including tests of normality, homogeneity, and linearity were conducted. The data were analyzed using an independent samples t-test and Analysis of Covariance (ANCOVA) to control for the influence of learning motivation. The findings revealed a statistically significant difference in learning achievement between students taught using the PBL model and those taught using conventional instruction (p < 0.05). After controlling for learning motivation, the ANCOVA results confirmed that the PBL model had a significant positive effect on Indonesian language achievement. These results indicate that PBL is more effective than conventional learning approaches in enhancing students’ academic performance. The study contributes theoretically by strengthening empirical evidence on the role of constructivist-based instructional models in language learning while accounting for motivational factors. Practically, the findings suggest that integrating PBL into Indonesian language instruction can improve not only academic achievement but also foster critical thinking and problem-solving skills. Therefore, PBL is recommended as an alternative instructional model to enhance the quality of Indonesian language education at the junior secondary level.
Beyond Multiculturalism: An Interpretative Phenomenological Inquiry into Evolving Paradigms for Intercultural Counseling Practice pina, Pinasthika Patricia Br Ginting; Widyatmoko, Wahyu; Sari Pratiwi, Yasinta
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526723

Abstract

Globalization and increasing cultural mobility have transformed contemporary counseling practice, challenging models that assume cultural homogeneity between counselors and clients. While multicultural counseling frameworks have contributed to greater cultural awareness, they often conceptualize culture in static and categorical terms. This study aims to examine evolving paradigms of intercultural counseling by moving beyond descriptive multicultural models toward a relational and interpretive understanding of counseling practice. Using a qualitative interpretive design, this study conducted a critical literature review of scholarly works on multicultural and intercultural counseling published between 2015 and 2024. The selected literature was analyzed through a hermeneutic–thematic approach informed by phenomenological principles to explore how counselors engage with cultural difference in practice. The analysis identified four interrelated dimensions shaping intercultural counseling encounters: constructions of self and identity, culturally embedded interpretations of psychological distress, expectations toward the counselor–client relationship, and socio-economic conditions associated with migration experiences. These dimensions highlight the limitations of culturally neutral or universally applied counseling models and emphasize the importance of interaction, reflexivity, and contextual sensitivity.The study concludes that an intercultural counseling perspective provides a more comprehensive framework for understanding contemporary counseling practice in culturally diverse contexts. By conceptualizing culture as dynamic and relational, this approach offers theoretical and practical insights for developing counseling practices that are responsive to increasing cultural complexity in a globalized world
Evaluasi komprehensif program sertifikasi kompetensi instalasi listrik menggunakan model CIPP Dharmayanthi, I Gusti Made; Rihendra Dantes, Kadek; Luh Gede Erni Sulindawati, Ni
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526733

Abstract

Competency certification programs in vocational education play a strategic role in ensuring graduates’ workforce readiness. However, their effectiveness is rarely examined through a comprehensive evaluation framework. This study aims to evaluate the effectiveness of an electrical installation competency certification program using the Context, Input, Process, and Product (CIPP) model. A program evaluation design with a descriptive quantitative approach was employed, involving 46 graduates of an electrical installation program in 2025. Data were collected through a Likert-scale questionnaire and analyzed using descriptive quantitative statistical methods. The findings indicate that the program was rated effective across all four CIPP dimensions context, input, process, and product with the overall evaluation categorized as highly effective. These results suggest that, structurally and procedurally, the certification program has been implemented in alignment with established evaluation criteria. Nevertheless, several strategic challenges were identified, including limited alignment with current technological developments, low graduate absorption in industry, resource constraints, and limited external recognition of the certification outcomes. Although the program demonstrates strong internal effectiveness, strengthening industry alignment and enhancing the external credibility of certification are essential to ensure meaningful contributions to graduate employability. This study contributes to the discourse on vocational competency assessment by highlighting the importance of integrating internal program quality with external labor market relevance.
Pembelajaran berbasis proyek dan prestasi siswa dalam pendidikan kewarganegaraan: mengubah pendekatan pendidikan moral melalui pedagogi autentik Rismayati, Luh Made; Made Yudana, I; Rihendra Dantes, Kadek
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526734

Abstract

Citizenship and moral education face persistent global challenges, particularly in vocational secondary schools where students tend to prefer practical and contextualized learning experiences over abstract and teacher-centered instruction. Within this broader concern, the effectiveness of innovative pedagogical models in improving learning outcomes in citizenship education remains an important empirical question. This study examines the impact of Project-Based Learning (PjBL) on student achievement in Pancasila (citizenship) education. A quantitative approach employing a quasi-experimental pretest–posttest control group design was used. The participants consisted of two Grade X classes in an Indonesian vocational school: an experimental group receiving instruction through Project-Based Learning and a control group experiencing conventional teacher-centered instruction. Learning achievement data were collected using standardized achievement tests and analyzed through inferential statistical techniques to determine the significance of differences between groups. The findings indicate a statistically significant difference in posttest scores between students exposed to Project-Based Learning and those receiving conventional instruction, with the experimental group demonstrating higher learning achievement. These results provide empirical support for the instructional value of project-based pedagogies in citizenship education contexts, particularly within vocational settings that require more contextual and participatory approaches. This study contributes to the growing body of research on innovative pedagogy in moral and citizenship education by offering quasi-experimental evidence of Project-Based Learning’s effectiveness in enhancing academic achievement. The findings have broader implications for rethinking instructional strategies in citizenship education, especially in educational contexts seeking to bridge moral theory with authentic and practice-oriented learning experiences.
The effect of mind mapping–based discovery learning on english learning outcomes: controlling for achievement motivation Yuginarta, I Gusti Ayu Made Dewi; Luh Gede Erni Sulindawati, Ni; Redan Werang, Basilius
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526739

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran  Discovery Learning berbasis Mind mapping dan motivasi berprestasi terhadap hasil belajar Bahasa Inggris siswa kelas XI SMK Negeri 1 Denpasar menggunakan desain kuasi-eksperimen, pola The Posttest- Only Control Desain pada dua kelas yang dipilih sebagai sampel melalui teknik random sampling dari total populasi 168 siswa kelas XI Bidang Keahlian Teknologi Konstruksi dan Bangunan SMK Negeri 1 Denpasar Tahun ajaran 2025/2026. Data hasil belajar dikumpulkan melalui tes dan motivasi berprestasi diukur dengan angket. Analisis data dilakukan dengan anakova satu jalur. Hasil penelitian menunjukan bahwa; Model Pembelajaran Discovery Learning berbasis Mind Mapping berpengaruh signifikan terhadap hasil belajar Bahasa Inggris baik sebelum kovariabel motivasi berprestasi dikendalikan (Fhitung = 9,772; p= 0,003) maupun setelah kovariabel motivasi berprestasi dikendalikan (Fhitung sebesar 4,440; p= 0,0390).  Rata-rata hasil belajar kelas eksperimen (83,25) lebih tinggi dari pada kelas kontrol (73,61). Motivasi berprestasi juga memberikan kontribusi positif terhadap hasil belajar Bahasa Inggris dengan nilai korelasi sebesar 0,374 dan koefisien determinasi sebesar 0,140 yang berarti 14% variasi perubahan hasil belajar dapat dijelaskan oleh motivasi berprestasi siswa. Temuan ini menunjukan bahwa Discovery Learning berbasis Mind Mapping efektif dalam meningkatkan hasil belajar Bahasa Inggris dan layak diitegrasikan dalam praktik pembelajaran

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