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JPGI (Jurnal Penelitian Guru Indonesia)
Published by Indonesian Institute for Counseling, Education and Therapy
ISSN : 25413163     EISSN : 25413317     DOI : -
Core Subject : Education,
Education
JPGI (Jurnal Penelitian Guru Indonesia) ISSN: 2541-3317 (for electronic version) 2541-3163 (for print version). JPGI is a peer-reviewed, publishes research manuscripts in the field of education. The Focus and scope of the journals are to: 1) Provide a journal that reports research on topics that are of local and international significance across educational contexts 2) Publish manuscripts that are of local and International significance in terms of design and/or findings 3)Encourage collaboration by local and international teams of researchers to create special issues on these topics. JPGI published biannualy (May and October).
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Articles 6 Documents
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Search results for , issue "Vol. 10 No. 2 (2025): JPGI" : 6 Documents clear
What do We Know About Academic Stress and Burnout in Secondary Schools? A Systematic Literature Review Zulkifli, Zulkifli; Herlina, Herlina; Sugiarti, Lucia Rini; Fendy Suhariadi
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 2 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

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

Abstract

Academic stress and academic burnout have become critical issues in secondary education, with significant implications for students’ psychological well-being and educational engagement. Although scholarly attention to these topics has increased, systematic syntheses focusing specifically on secondary school contexts remain limited. This study aims to systematically review empirical evidence on academic stress and academic burnout among secondary school students. A systematic literature review (SLR) was conducted following the PRISMA 2020 framework. Articles were identified through Google Scholar using the keywords academic stress, academic burnout, secondary school, and high school. Peer-reviewed journal articles published between 2010 and 2025 were included, resulting in 12 studies that met the inclusion criteria. The findings indicate that academic stress is primarily driven by excessive academic workload, high-stakes assessment practices, competitive school climates, and strong expectations from teachers and parents. Prolonged exposure to these stressors often leads to academic burnout, characterized by emotional exhaustion, cynicism toward school, and reduced academic efficacy. Academic stress and burnout are also associated with adverse psychological and educational outcomes, including anxiety, reduced well-being, lower engagement, and increased risk of school disengagement. This review highlights the importance of integrated, school-based approaches to support student well-being and sustainable engagement.
Efektivitas model pembelajaran problem solving terhadap hasil belajar pendidikan agama islam: studi pre-eksperimen one-group pretest–posttest Fadilla, Nurul; Meyniar Albin
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 2 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/026625jpgi0005

Abstract

Penelitian ini bertujuan untuk menjawab pertanyaan apakah penerapan model pembelajaran problem solving memberikan peningkatan signifikan terhadap hasil belajar Pendidikan Agama Islam (PAI) siswa kelas XII. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-eksperimental one-group pretest–posttest. Subjek penelitian terdiri dari 20 siswa kelas XII SMK Swasta  IT Aisyiyah Sumatera Utara. Data dikumpulkan melalui tes hasil belajar sebelum dan sesudah perlakuan. Hasil uji normalitas Shapiro–Wilk menunjukkan data tidak berdistribusi normal (Sig. < 0,05), sehingga analisis dilanjutkan menggunakan uji non-parametrik Wilcoxon Signed Rank Test. Hasil analisis menunjukkan terdapat perbedaan signifikan antara nilai pretest dan posttest (Asymp. Sig. = 0,000), dengan peningkatan rata-rata skor dari 70,00 menjadi 86,50. Temuan ini menunjukkan bahwa model pembelajaran problem solving berkontribusi positif terhadap peningkatan hasil belajar PAI siswa
Efektivitas model hybrid project-based learning berbasis virtual reality terhadap pemahaman digital twin kendaraan listrik Gangga, Almes; Maiharni , Yetti; Handepi , Nogi; Jalinus, Nizwardi; Anwar, Muhammad; Nanda, Iffarial
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 2 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/026604jpgi0005

Abstract

Transformasi industri otomotif menuju kendaraan listrik menuntut kompetensi Digital Twin yang belum terfasilitasi optimal di SMK otomotif akibat keterbatasan sarana praktik. Penelitian ini menggunakan desain pra-eksperimental one-group pretest–posttest terhadap 30 siswa SMK otomotif. Intervensi dilakukan selama 4 minggu melalui model Hybrid Project-Based Learning berbasis Virtual Reality menggunakan simulator Digital Twin kendaraan listrik berbasis Unity dan perangkat Oculus Quest 2. Data dikumpulkan melalui tes kognitif, kuesioner motivasi, dan lembar observasi keterlibatan siswa. Hasil penelitian menunjukkan peningkatan signifikan pemahaman Digital Twin kendaraan listrik dengan nilai N-Gain 0,70 (kategori tinggi) dan Cohen’s d = 2,34. Motivasi belajar meningkat dengan N-Gain 0,73 dan keterlibatan siswa mencapai 92%. Sebanyak 73,3% siswa berada pada kategori N-Gain tinggi dan tidak ditemukan siswa dengan peningkatan rendah. Model Hybrid PBL berbasis VR efektif meningkatkan pemahaman, motivasi, dan keterlibatan siswa SMK otomotif dalam pembelajaran Digital Twin kendaraan listrik. Meskipun demikian, keterbatasan desain tanpa kelompok kontrol membatasi generalisasi kausal sehingga diperlukan penelitian lanjutan dengan desain quasi-eksperimental.
Pengaruh kecerdasan emosional terhadap psychological well-being pada dewasa awal: implikasi bagi layanan konseling di pendidikan tinggi Putri, Julia Eva; Dona Fitri Annisa; Sally Putri Karisma
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 2 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/026802jpgi0005

Abstract

Penelitian ini bertujuan menguji pengaruh kecerdasan emosional terhadap psychological well-being mahasiswa STKIP Muhammadiyah Sungai Penuh. Penelitian menggunakan pendekatan kuantitatif dengan desain eksplanatori ex post facto. Sampel terdiri dari 405 mahasiswa yang diperoleh melalui teknik convenience sampling, sehingga generalisasi temuan terbatas pada karakteristik populasi yang sebanding. Kecerdasan emosional diukur menggunakan Brief Emotional Intelligence Scale (BES-10) yang dikembangkan oleh Davies et al. (2010). Psychological well-being diukur menggunakan skala kesejahteraan psikologis multidimensional berbasis model Ryff (1989) yang mencakup enam dimensi utama: penerimaan diri, relasi positif, otonomi, penguasaan lingkungan, tujuan hidup, dan pertumbuhan pribadi. Analisis data dilakukan dengan regresi linear sederhana menggunakan SPSS setelah memenuhi asumsi parametrik. Hasil penelitian menunjukkan bahwa kecerdasan emosional berpengaruh positif dan signifikan terhadap psychological well-being (β = 0,56; p < 0,001), dengan kontribusi sebesar 31% (R² = 0,31). Temuan ini mengindikasikan bahwa kemampuan regulasi dan pemahaman emosi berperan sebagai faktor protektif dalam meningkatkan kesejahteraan psikologis mahasiswa dewasa awal. Secara praktis, hasil ini memberikan dasar empiris bagi pengembangan program layanan Bimbingan dan Konseling yang berfokus pada pelatihan regulasi emosi dan literasi emosional di lingkungan perguruan tinggi.
Modeling orthodox christian theological education in middle eastern conflict zones: a study of epistemological, dogmatic, hermeneutical, and ethical dimensions Murni Kasih Zebua; Rahmadi, M. Agung; Luthfiah Mawar; Nasution, Helsa; Sihombing, Nurzahara
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 2 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/026806jpgi0005

Abstract

This study offers an in-depth examination of the construction of Orthodox Christian theological education in Middle Eastern conflict zones, employing Confirmatory Factor Analysis under a MASEM framework to investigate four central dimensions: patristic epistemology, dogmatic rationality, the hermeneutics of tradition, and ethics. Through a meta-analytic approach that integrates online data from 847 institutional documents and 1,523 virtual respondents across Syria, Lebanon, Jordan, Palestine, and Iraq from 2018 to 2024, the study identifies a structural model that demonstrates excellent goodness-of-fit indices, with χ²/df = 2.17, CFI = 0.946, TLI = 0.938, RMSEA = 0.054, and SRMR = 0.041. Patristic epistemology exhibits the highest loading factor (λ = 0.89, CR = 12.45, p < 0.001), with a substantial influence on academic resilience (β = 0.76, p < 0.001). In contrast, dogmatic rationality significantly strengthens theological identity stability (β = 0.68, p < 0.001). The hermeneutics of tradition reinforce communal cohesion (β = 0.71, p < 0.001), and ethics function as a significant mediator between theological constructs and altruistic behaviour in conflict zones (β = 0.63, p < 0.001). These findings extend the works of Makrides (2009), Iran (2020), and Papanikolaou (2012) by integrating psychological dimensions of education into Orthodox theology, while simultaneously generating a new empirical model that aligns patristic tradition with adaptive responses to collective trauma, resulting in an innovative theoretical framework for Orthodox theological education in conflict areas that balances doctrinal steadfastness with contextual elasticity.
Manajemen kurikulum vokasi yang mengintegrasikan deep learning dan growth mindset: studi kasus pada pendidikan rekayasa perangkat lunak Ali, Muttaqin Kholis; Maksum, Hasan; Waskito, Waskito
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 2 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/026807jpgi0005

Abstract

Kesenjangan antara capaian pembelajaran pendidikan vokasi Rekayasa Perangkat Lunak dan kebutuhan industri masih terlihat, terutama dalam kemampuan pemecahan masalah kompleks, kolaborasi tim, dan pembelajaran berkelanjutan. Penelitian ini bertujuan menganalisis bagaimana manajemen kurikulum berbasis deep learning dan growth mindset diimplementasikan untuk meningkatkan kompetensi peserta didik. Penelitian menggunakan desain studi kasus kualitatif pada satu institusi pendidikan vokasi. Data dikumpulkan melalui wawancara dengan pemangku kepentingan sekolah, observasi proses pembelajaran, dan analisis dokumen kurikulum, kemudian dianalisis menggunakan teknik analisis tematik melalui tahap reduksi data, kategorisasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa manajemen kurikulum dilaksanakan secara sistematis melalui perencanaan, pengorganisasian, pelaksanaan, dan evaluasi yang selaras dengan kebutuhan industri digital. Pendekatan deep learning diterapkan melalui pembelajaran berbasis proyek, studi kasus autentik, dan portofolio digital yang mendorong pemahaman konseptual serta berpikir kritis, sementara growth mindset dikembangkan melalui refleksi pembelajaran, umpan balik konstruktif, dan budaya sekolah yang menekankan proses dan ketekunan. Integrasi kedua pendekatan tersebut memperkuat pengembangan kompetensi teknis dan nonteknis peserta didik. Temuan ini menegaskan pentingnya manajemen kurikulum yang adaptif dan berbasis kebutuhan industri, serta merekomendasikan penguatan kolaborasi dengan dunia industri dan integrasi sertifikasi kompetensi berbasis proyek untuk meningkatkan kesiapan lulusan

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