cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota padang,
Sumatera barat
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 774 Documents
 74   75   76   77   78 
Mekanisme umpan balik adaptif berbasis kecerdasan buatan dalam siklus self-regulated learning (SRL) Lamhot Basani Sihombing; Lanang Riyadi
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): 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: 10.29210/1202626862

Abstract

Masalah utama yang dikesampingkan dalam pembelajaran vokal konvensional adalah terbatasnya ruang latihan mandiri yang terukur dan umpan balik real-time, sehingga membatasi kemampuan metakognitif mahasiswa dalam meregulasi proses belajarnya. Penelitian ini bertujuan mengevaluasi efektivitas model pembelajaran vokal berbasis kecerdasan buatan (AI) terhadap peningkatan self-regulated learning (SRL) dan performa vokal mahasiswa. Keterbatasan umpan balik real-time dalam metode konvensional menjadi masalah utama yang membatasi regulasi diri mahasiswa. Menggunakan pendekatan design-based research dipadu desain kuasi-eksperimen, penelitian melibatkan 60 mahasiswa Pendidikan Musik Universitas Negeri Medan (kelompok eksperimen ; kontrol ) yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan angket SRL, rubrik vokal, dan data log AI, kemudian dianalisis dengan uji t-test dan effect size Cohen’s . Hasil menunjukkan kelompok eksperimen mengalami peningkatan SRL sebesar 15,91 poin () dan performa vokal sebesar 14,90 poin (). Data log AI memvalidasi penurunan deviasi nada sebesar 15%. Disimpulkan bahwa model AI adaptif ini terbukti efektif bertindak sebagai cognitive scaffolding yang menstrukturkan fase perencanaan, pemantauan, dan refleksi diri dalam ekosistem pendidikan musik tinggi.
Evaluating the summative effectiveness of a curriculum integrated STEM-based web research hub in fostering science literacy among junior high school students Fikri Aulia; Affero Bin Ismail; Dadi Mulyadi; Rayendra Rayendra; Wikan Budi Utami
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): 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: 10.29210/1202626900

Abstract

The need for holistic STEM learning innovations is crucial to enhance students’ scientific literacy in the digital era. This RnD study aims to develop a web-based Research Hub as a technology-rich learning environment and evaluate its empirical impact on students’ scientific literacy. Utilizing the Lee & Owens framework, the study adopted a one-group pretest-posttest design to evaluate its effectiveness. The sample consisted of ninth-grade students from a junior high school in Malang Raya subjected to a two week intervention. Data werw collected using a 20 item two tier scientific literacy test adapted to the PISA 2022 framework. Descriptive statistics showed a positive shift in the mean score from 63.65 at pretest to 72.13 at posttest, yielding a mean difference gain of 8.48. Prerequisite testing confirmed that the dataset was normally distributed. The subsequent parametric Paired Sample T-Test demonstrated a highly significant increase in scientific literacy with , , 2, with a 95% Confidence Interval ranging from -9.465 to -7.503. Furthermore, calculating the magnitude of the intervention yielded an exceptionally large Cohen’s d effect size , proving that the integrated Research Hub framework provides substantial empirical power in advancing student competencies compared to traditional platform limits. In conclusion, the technology-rich Research Hub is highly effective, valid, and scalable in improving junior high school students’ scientific literacy within modern STEM education frameworks.
Elementary school students’ conceptualizations of bullying, role-based emotions, and coping strategies: a thematic analysis Ade Nursanti; Entin Nurhayati
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): 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: 10.29210/1202626899

Abstract

Bullying is a form of violence that has significant impacts. This study investigates primary school students’ conceptualizations of bullying, based on role-based emotions and coping strategies. Previous research has shown that bullying also occurs in elementary schools, but few have tried to explore the emotions and coping strategies that may be used by elementary school students.  This study employed a qualitative descriptive design using written interviews. In this study, 88 male elementary school students participated. The data were analyzed manually using thematic analysis, guided by the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist. The results show that four main themes and 15 subthemes were identified as perceived by students: Definition of bullying, Types of bullying, Participants’ perceived emotions by role, and Participants’ perceived coping strategies employed. The findings indicate that bullying occurs in various forms and has negative impacts on perpetrators, victims, and bystanders. The uniqueness in this study was one of the effects of the perpetrator, namely the feeling of pleasure and satisfaction as a perpetrator.  Meanwhile, students perceived strategies for addressing bullying include reporting incidents to teachers or other adults, avoiding perpetrators, assisting victims, and, in some cases, expressing a desire for retaliation. The implications of this study highlight that preventing bullying can start from the school environment by building a positive relationship between teachers and students, creating a supportive classroom climate and providing a safe and comfortable environment for students, and teaching students to strengthen emotional regulation and empathy.
Designing a stem-based project learning module to foster creativity and collaboration in junior high school: an exploratory study in the p5 context Fadli Mansur; Didit Ardianto; Anna Permanasari
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: 10.29210/1202525666

Abstract

This preliminary descriptive study aimed to assess junior high school students’ creativity and collaboration as input for developing a STEM-integrated Project-Based Learning (PjBL-STEM) module aligned with the Pancasila Student Profile (P5) curriculum. A total of 64 students from classes 9B and 9C at SMPN 1 Cikidang participated. Creativity was measured using the Torrance Test of Creative Thinking (TTCT), covering fluency, flexibility, originality, and elaboration, while collaboration was observed using structured indicators of participation, mutual support, and group decision-making. Data were analyzed using descriptive statistics and categorized based on validated scoring rubrics. Results showed moderate creativity (average 64.3%) and low collaboration (average 14.4/25), indicating gaps in current instructional practices. These findings highlight the need for a contextually relevant learning module. The study supports the analysis phase of the ADDIE framework and contributes to the design of a PjBL-STEM module that fosters 21st-century skills through authentic, interdisciplinary, and student-centered learning aligned with national curriculum goals.
Mapping the media-language-environment nexus in Indonesian language education: A systematic review of scopus-indexed empirical evidence, 2022–2026 Putri Wulandari; Ade Hikmat; Siti Zulaiha; Adhy Setia Putera
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): 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: 10.29210/1202627149

Abstract

Digital media have expanded the pedagogical possibilities of language education, yet the empirical intersection between digital media, Indonesian language education, and students' environmental awareness remains weakly consolidated. This systematic review maps Scopus-indexed empirical evidence published between 2022 and 2026 to clarify how this media-language-environment nexus has been investigated. Guided by the SPIDER framework and reported in accordance with PRISMA 2020 principles, the review searched Scopus using Boolean combinations covering digital media, language or literacy learning, environmental awareness, educational participants or settings, and empirical design. The search identified 289 records; 115 articles were assessed at full-text stage, four studies met the criteria for thematic synthesis, and nine were retained as peripheral contextual evidence. A descriptive quality appraisal was conducted using domains adapted from the Mixed Methods Appraisal Tool. The synthesis identified four patterns of digital media integration: social media content for sustainability thinking, digital comics for ecoliteracy, digital teaching materials for environmental education in Indonesian language learning, and audiovisual narratives for eco-centric language tasks. The small included corpus does not support generalizable causal claims. Instead, it reveals a fragmented but theoretically meaningful research space that requires clearer construct operationalization, validated environmental-awareness instruments, and stronger classroom-based designs in Indonesian language education.
Local-wisdom-based indigenous language teaching materials through contextual learning: the kaili language and literature case Nasima Taha; Sayama Malabar; Sitti Rachmi Masie; Muslimin Muslimin
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): 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: 10.29210/1202627193

Abstract

This study developed and validated local-wisdom-based teaching materials for the Kaili Language and Literature course through contextual learning using the Four-D model (define, design, develop, and disseminate). The study was conducted at the Indonesian Language and Literature Education Study Program, Universitas Alkhairaat Palu, during the even semester of the 2025/2026 academic year. At the define stage, classroom observation and interviews with 31 students, the course lecturer, and the Head of the Study Program were used to identify learning conditions and material needs. Qualitative data were analyzed through data reduction, data display, and conclusion drawing/verification with cross-source checking. The developed product integrated Kaili language structure, oral and written literature, local-wisdom values, contextual learning activities, and course outcomes; selected assignments also encouraged students to document and digitize local oral-literature resources as an application of preservation. Three domain experts evaluated media, language, and content using five-point Likert instruments. Validation yielded 96% for media, 98% for language, and 97% for content. Limited dissemination through an eight-member academic Focus Group Discussion produced ratings from 70% to 92%, with an overall mean of 86.75%, and generated revisions concerning curriculum alignment, terminology, visual design, and publication standards. The findings establish the feasibility of an integrated local-wisdom-based teaching material through contextual learning; they do not establish learning effectiveness and therefore provide a basis for subsequent classroom trials.
Peningkatan hasil belajar IPS siswa SMP tentang sumber daya alam melalui pembelajaran eksperiensial berbasis augmented reality: studi kuasi-eksperimental Kristian Anggoro; Lukki Lukitawati
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): 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: 10.29210/1202626788

Abstract

Penelitian ini bertujuan untuk menguji pengaruh pembelajaran eksperiensial berbasis Augmented Reality (AR) terhadap hasil belajar Ilmu Pengetahuan Sosial (IPS) siswa sekolah menengah pertama pada materi pemanfaatan sumber daya alam. Metode: Penelitian ini menggunakan metode kuasi-eksperimen dengan desain nonequivalent control group yang melibatkan 46 siswa kelas VII di SMP Negeri 1 Lumbir, yang terdiri atas 23 siswa pada kelas eksperimen dan 23 siswa pada kelas kontrol. Kelas eksperimen mengikuti pembelajaran menggunakan media AR yang dirancang berdasarkan siklus pembelajaran eksperiensial Kolb, sedangkan kelas kontrol mengikuti pembelajaran konvensional berbasis PowerPoint. Data dikumpulkan melalui tes hasil belajar berupa pretest dan posttest, kemudian dianalisis menggunakan statistik deskriptif, uji prasyarat, N-Gain, dan ANCOVA. Hasil uji ANCOVA menunjukkan adanya perbedaan yang signifikan pada hasil belajar posttest setelah mengontrol kemampuan awal siswa, F(1,43)=24,151, p<0,001, dengan ukuran efek yang besar (partial η²=0,360). Kelas eksperimen juga memperoleh skor rata-rata N-Gain sebesar 0,52, yang menunjukkan peningkatan pada kategori sedang. Pembelajaran eksperiensial berbasis AR memberikan kontribusi positif terhadap hasil belajar IPS siswa dengan membantu mereka menghubungkan representasi visual dan interaktif mengenai permasalahan sumber daya alam dengan kegiatan refleksi dan pemahaman konseptual di kelas. Namun, temuan penelitian ini perlu diinterpretasikan dengan mempertimbangkan keterbatasan penelitian yang hanya dilakukan pada satu sekolah, satu topik pembelajaran, dan dalam durasi intervensi yang relatif singkat.
Validated cooperative-based deep learning lesson plan model integrating jigsaw, NHT, STAD for tenth-grade observation report writing competency: four-d R&D Mu’jizat Mu’jizat; Sayama Malabar; Sitti Rachmi Masie; Muslimin Muslimin
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): 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: 10.29210/1202627203

Abstract

This research aimed to describe the actual condition of deep learning lesson plans for writing observation report texts used by teachers, to design a cooperative-based model, to develop the model through expert validation and revision, and to disseminate it for tenth-grade students of SMA Negeri 3 Sigi. Using Research and Development with the Four-D model (Define, Design, Develop, Disseminate), data were collected through document analysis, semi-structured interviews with four teachers and thirty-two students, classroom observation, needs analysis questionnaires, and expert validation sheets. Qualitative data were analyzed through reduction, display, and conclusion drawing, while validation data were analyzed using descriptive percentages, with trustworthiness maintained through triangulation, member checking, and audit trails. Findings revealed disconnections among learning objectives, activities, and assessment, ineffective group work, insufficient time allocation, and non-formative feedback. The designed model comprises learning identification, instructional design, learning experience, and assessment, integrating Jigsaw, Numbered Heads Together, and STAD with diagnostic, formative, and summative assessments. Expert validation placed the model in the very feasible category (95.44%). This study uniquely integrates cooperative learning strategies with deep learning principles in a lesson plan model for writing observation report texts, an underexplored combination in Indonesian secondary education. The model offers teachers a structured, validated framework for designing cooperative-based deep learning lesson plans. This research contributes a feasible, practical lesson plan prototype, offering a replicable model for curriculum developers and educators seeking to enhance writing instruction through cooperative and deep learning approaches.
Persuasive and humanistic language strategies in islamic preaching: audience perception and politeness theory Idrus Idrus; Hasanuddin Hasanuddin; Asna Ntelu; Muslimin Muslimin
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): 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: 10.29210/1202627213

Abstract

This study investigates how jamaah interpret persuasive and humanistic language as politeness in Alkhairaat preaching in Palu, Central Sulawesi, Indonesia. It extends speaker-oriented facework accounts by treating participants’ evaluations as primary evidence and by connecting linguistic form with contextual appropriateness, perceived respect, psychological comfort, message accessibility, and potential acceptance. Using a qualitative interpretive design, the study drew on semi-structured interviews with 15 purposively selected congregants who met the operational criterion of active participation—attendance at least twice monthly for a minimum of one year—and eight sermon transcripts selected through purposive maximum-variation selection across sermon topics and preaching occasions during the same fieldwork period for triangulation. Interview data were examined using reflexive thematic analysis through familiarisation, initial coding, theme development, review, definition, and reporting. Thematic sufficiency was reached after 13 interviews and confirmed in two additional interviews; five participants reviewed summary interpretations, and the coding framework was peer-debriefed by a second researcher. Four dimensions shaped perceived politeness: simplicity and comprehensibility; persuasive and humanistic communication; criticism without humiliation; and humour, stories, and analogy. Unlike models that infer politeness mainly from speaker strategies, the proposed audience-centred account shows that politeness is an evaluative outcome produced when discourse fits listeners’ knowledge, dignity, and emotional needs. The findings are context-bound and require cross-congregational validation.
Documentary evaluation of formal obe alignment and operational traceability in english teacher education Sri Agriyanti Mestari; Karmila Machmud; Sayama Malabar; Lukman A. R. Laliyo; Mohamad Zubaidi
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): 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: 10.29210/1202627238

Abstract

Outcome-Based Education (OBE) requires coherent links between intended outcomes, learning activities, assessment, and evidence. This evaluative document analysis examined formal alignment and operational traceability in an Indonesian English teacher education curriculum and five purposively selected course plans. Five experts rated 33 indicators across 11 dimensions; a supplementary nine-feature audit assessed documentary links across courses. The Constructive Alignment Index was 79.9% (659/825), with Kendall's W = .662 indicating rater concordance. Outcome specificity (93.3%) and graduate-profile traceability (90.7%) were relatively strong, whereas formative feedback (64.0%) and differentiated learning opportunities (48.0%) were weaker. All five plans contained rubrics, but explicit outcome-specific assessment criteria links appeared in only one; four were partially documented. Feedback-to-revision procedures were partial in all five. The findings distinguish the presence of OBE components from their auditable documentary continuity. They support improved outcome coding, assessment mapping, and feedback design but do not establish classroom implementation or student attainment.

Page 77 of 78 | Total Record : 774

 74   75   76   77   78 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 1 (2026): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 11, No 1 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 1 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 10, No 2 (2024): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 10 No. 2 (2024): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 10, No 1 (2024): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 10 No. 1 (2024): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 9 No. 2 (2023): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 9, No 2 (2023): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 9, No 1 (2023): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 8, No 2 (2022): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 8, No 1 (2022): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 7, No 2 (2021): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 7 No. 2 (2021): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 7, No 1 (2021): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 6, No 2 (2020): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 6, No 1 (2020): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 5, No 2 (2019): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 5, No 1 (2019): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 4, No 2 (2018): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 4, No 1 (2018): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 3, No 2 (2017): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 3, No 1 (2017): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 2, No 2 (2016): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 2, No 2 (2016): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 2, No 1 (2016): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 1, No 1 (2015): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia More Issue