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INDONESIA
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).
Arjuna Subject : -
Articles 408 Documents
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Analysis of the effectiveness of project-based learning in social studies learning to foster empathy and environmental awareness in elementary school students Ayu Erisha Putri, Ni Putu; Widi Artini, Komang Ayu; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol 10, No 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025741jpgi0005

Abstract

This research aims to apply the Project Based Learning (PjBL) learning model in Social Sciences (IPS) subjects at the elementary school level as an effort to increase students' empathy and environmental awareness to support the achievement of Sustainable Development Goals (SDGs) 13 related to action on climate change. This study was conducted using a literature review approach that included various scientific articles and relevant academic sources. The results of the study show that the PjBL model is effective in increasing student active participation, building concern for the environment, and developing social empathy. Through contextual projects related to environmental issues, students not only understand social studies concepts in a more meaningful way, but also internalize character values that support sustainable development. These findings reinforce the importance of integrating project-based learning approaches in social studies curricula to develop a generation that is environmentally conscious and globally competitive
Revitalisasi megoak-goakan sebagai media pembelajaran IPS berbasis budaya untuk menumbuhkan empati dan mencegah bullying di sekolah dasar Sri Ardhaniasih, Ni Luh; Okta Ginanti, Ni Putu; Iswarya Harumtini, Ni Putu; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol 10, No 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025719jpgi0005

Abstract

Perundungan (bullying) di sekolah dasar menjadi masalah sosial-emosional serius yang mengganggu perkembangan siswa dan merupakan isu penting dalam pencapaian Tujuan Pembangunan Berkelanjutan (SDGs), khususnya dalam hal pendidikan yang inklusif dan berkualitas (SDG 4). Revitalisasi Megoak-Goakan berpotensi sebagai media pembelajaran IPS berbasis budaya untuk menumbuhkan empati dan mencegah bullying. Penelitian ini bertujuan untuk mengkaji efektivitas Megoak-Goakan dalam menumbuhkan empati dan mencegah bullying di lingkungan sekolah dasar. Penelitian ini menggunakan metode Systematic Literature Review (SLR), dengan mengikuti tahapan PRISMA untuk identifikasi, penyaringan, seleksi kelayakan, dan analisis isi. Data diperoleh dari 30 artikel ilmiah nasional dan internasional yang membahas pembelajaran IPS, pendidikan karakter, budaya lokal, permainan tradisional, dan pencegahan bullying pada rentang waktu 2020–2025. Hasil SLR menunjukkan bahwa Megoak-Goakan mengandung unsur kerja sama tim, sportivitas, dan komunikasi antarpeserta yang dapat mengembangkan keterampilan sosial–emosional seperti empati, toleransi, dan pengendalian emosi. Interaksi langsung dalam permainan ini memperkuat rasa kebersamaan dan penghargaan terhadap perbedaan. Oleh karena itu, integrasi Megoak-Goakan dalam kurikulum IPS tidak hanya memperkaya pengalaman belajar dengan budaya lokal, tetapi juga berkontribusi signifikan pada terciptanya iklim sekolah yang inklusif dan bebas bullying.
Integrasi pembelajaran IPS dan pendidikan sosial-emosional dalam menanggapi isu kekerasan seksual: telaah kontekstual berdasarkan SDGs 5 dan 16 Suciantari, Devi; Dewi, Melani Septia; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol 10, No 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025728jpgi0005

Abstract

Kekerasan seksual merupakan pelanggaran hak asasi manusia yang berdampak luas dalam kehidupan sosial dan pendidikan. Artikel ini bertujuan untuk menganalisis kontribusi pembelajaran Ilmu Pengetahuan Sosial (IPS) yang terintegrasi dengan pendekatan Social Emotional Learning (SEL) dalam merespons isu kekerasan seksual, serta keterkaitannya dengan tujuan SDGs 5 (Kesetaraan Gender) dan SDGs 16 (Keadilan dan Perdamaian). Kajian ini menggunakan metode studi literatur dengan pendekatan kualitatif deskriptif. Hasil analisis menunjukkan bahwa integrasi IPS dan SEL mampu meningkatkan kesadaran gender, empati sosial, dan sikap anti-kekerasan pada peserta didik. IPS memiliki peran strategis dalam membentuk karakter dan kesadaran sosial peserta didik melalui penguatan nilai-nilai kemanusiaan. Implikasi dari hasil kajian ini mendukung pentingnya reformasi kurikulum yang responsif terhadap isu-isu sosial dan kemanusiaan.
The role of social studies learning in fostering tolerance and multicultural awareness of elementary school students through the SDGs approach Eka Putri Desyani, Ni Putu; Putu Yuni Widari, Gusti Ayu; Aprika Apsarendra Putra, I Putu; Susiani, Ketut
JPGI (Jurnal Penelitian Guru Indonesia) Vol 10, No 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025720jpgi0005

Abstract

The problem faced in learning in Elementary Schools is how to foster an attitude of tolerance and multicultural awareness amidst existing social diversity. Social Studies (IPS) learning can play a strategic role in overcoming these challenges. The main objective of this study is to examine the role of IPS learning in fostering an attitude of tolerance and multicultural awareness of elementary school students through the Sustainable Development Goals (SDGs) approach. This study uses a qualitative approach with a literature review research design. The subjects in this study include relevant literature sources such as journal articles, books, and documents that discuss Social Studies learning, multicultural education, and SDGs integration. The data collection method is carried out using documentation techniques, and data analysis uses content analysis to extract relevant information. The results of the study indicate that Social Studies learning that integrates SDGs can increase social awareness and strengthen students' attitudes of tolerance towards cultural, social, and religious diversity. The conclusion of this study indicates that Social Studies learning with the SDGs approach can form a generation that is more tolerant and cares about diversity. The implication of this study is the importance of integrating SDGs values into the social studies education curriculum to create inclusive students who are ready to face global challenges. <w:LsdException Locked="false" Priority="50" Name="Grid Tab
Research Trends in Emotion Regulation of High School Student in Indonesia Wisma, Nur; Alrefi, Alrefi; Rozaqqyah, Fadhlina; Dewi, Nurmala; Sari, Nadya Permata
JPGI (Jurnal Penelitian Guru Indonesia) Vol 10, No 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/024788jpgi0005

Abstract

Emotion regulation is the ability of individuals to manage, control, and express their emotions in a healthy and adaptive manner. This involves the process of monitoring, evaluating, and modifying one's emotional responses in various situations to achieve optimal emotional balance. Therefore, good emotion regulation helps individuals cope with stress, interact with others, and make wise decisions. This research was conducted using a qualitative approach and a literature review method based on twenty journal sources as the focus of the study. The results of this study provide a deeper understanding of the phenomenon of emotion regulation in high school students and help identify influencing factors and strategies to address these issues.
Peran pendidikan karakter untuk meningkatkan kepercayaan diri siswa dalam mata pelajaran agama islam rusmee sthapana Yazied, Nuralam
JPGI (Jurnal Penelitian Guru Indonesia) Vol 10, No 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025956jpgi0005

Abstract

Kepercayaan diri memegang peranan krusial dalam mendukung keterlibatan akademik siswa, khususnya dalam konteks pembelajaran Pendidikan Agama Islam (PAI). Penelitian ini bertujuan untuk mengeksplorasi kontribusi pendidikan karakter terhadap penguatan kepercayaan diri siswa di Pondok Tahfizh Rusmee Sthapana, Thailand Selatan—wilayah dengan tantangan sosial budaya dan linguistik yang khas bagi siswa Muslim minoritas. Metode penelitian yang digunakan adalah kualitatif lapangan, dengan teknik pengumpulan data berupa wawancara mendalam, observasi kelas, dan analisis dokumentasi yang melibatkan guru PAI dan siswa. Hasil penelitian menunjukkan bahwa nilai-nilai karakter seperti kejujuran, keberanian, kedisiplinan, dan tanggung jawab berhasil diinternalisasikan melalui aktivitas keagamaan harian, keteladanan guru, dan strategi pembelajaran interaktif. Guru PAI berperan tidak hanya sebagai pengajar, tetapi juga sebagai teladan moral dan fasilitator emosional yang menciptakan ruang aman bagi siswa untuk mengekspresikan diri. Indikator keberhasilan yang terlihat antara lain meningkatnya partisipasi siswa dalam bertanya, berdiskusi, dan mengikuti kegiatan kelompok secara aktif. Namun demikian, penelitian ini juga menemukan tantangan berupa keragaman bahasa, di mana sebagian besar siswa belum fasih berbahasa Indonesia sehingga menimbulkan hambatan komunikasi pada tahap awal. Hambatan ini diatasi melalui dukungan teman sebaya, alih kode bahasa, dan fleksibilitas guru dalam mengelola pembelajaran multibahasa. Kesimpulannya, pendidikan karakter di lembaga berbasis keagamaan dapat secara signifikan meningkatkan kepercayaan diri siswa apabila strategi yang digunakan bersifat responsif terhadap konteks budaya. Diperlukan pelatihan komunikasi antarbudaya bagi pendidik serta dukungan kelembagaan untuk memperkuat pedagogi berbasis karakter dalam ruang kelas multikultural.
Pengaruh model project based learning berbasis profil pelajar pancasila dan motivasi belajar terhadap berpikir kreatif siswa sekolah dasar Hasibuan, Yullya Ardiny; Napitupulu, Efendi; Rahman, Arif
JPGI (Jurnal Penelitian Guru Indonesia) Vol 10, No 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/025913jpgi0005

Abstract

Penelitian ini bertujuan untuk menjawab pertanyaan mengenai pengaruh model Project Based Learning (PjBL) yang diintegrasikan dengan Projek Penguatan Profil Pelajar Pancasila (P5) dan tingkat motivasi belajar terhadap kemampuan berpikir kreatif siswa dalam pembelajaran Ilmu Pengetahuan Alam (IPA) di kelas V Sekolah Dasar. Hipotesis yang diajukan adalah bahwa terdapat pengaruh signifikan antara model pembelajaran dan motivasi belajar terhadap kemampuan berpikir kreatif siswa, serta adanya interaksi di antara keduanya. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi-experimental) berbentuk faktorial 2×2. Sampel terdiri dari 52 siswa kelas V SD Negeri 084081 Kota Sibolga yang dibagi dalam dua kelompok: kelas eksperimen yang menggunakan model PjBL dan kelas kontrol yang menggunakan metode konvensional. Instrumen penelitian meliputi tes esai untuk mengukur kemampuan berpikir kreatif dan angket untuk mengukur motivasi belajar. Validitas isi instrumen dikonsultasikan dengan ahli dan diuji melalui analisis korelasi item-total, sedangkan reliabilitas diuji menggunakan koefisien Cronbach’s Alpha dengan hasil yang menunjukkan kategori tinggi. Data dianalisis menggunakan uji ANAVA dua jalur dengan bantuan SPSS versi 28. Hasil penelitian menunjukkan bahwa (1) model pembelajaran PjBL berpengaruh signifikan terhadap kemampuan berpikir kreatif siswa; (2) motivasi belajar juga memberikan pengaruh signifikan; dan (3) terdapat interaksi signifikan antara model pembelajaran dan motivasi belajar. Siswa dengan motivasi tinggi yang mengikuti pembelajaran PjBL menunjukkan skor tertinggi dalam kemampuan berpikir kreatif. Implikasi dari penelitian ini menunjukkan bahwa PjBL yang terintegrasi dengan nilai-nilai P5 efektif dalam meningkatkan kemampuan berpikir kreatif, khususnya bagi siswa dengan motivasi belajar tinggi. Oleh karena itu, model ini direkomendasikan sebagai strategi pembelajaran inovatif dalam mendukung pencapaian kompetensi abad ke-21 di jenjang sekolah dasar.
Research trends in emotion regulation of high school students in Indonesia Wisma, Nur; Alrefi, Alrefi; Rozaqqyah, Fadhlina; Dewi, Nurmala; Sari, Nadya Permata
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/024788jpgi0005

Abstract

Emotion regulation is an individual's ability to recognise, manage and express emotions adaptively in various life situations. In adolescents, especially high school students in Indonesia, this ability is crucial considering that adolescence is a developmental phase full of emotional and social challenges. This study aims to explore the dynamics of emotion regulation in high school students in Indonesia and identify factors that influence this ability. The research was conducted using a qualitative approach with a literature study method that reviewed twenty relevant national and international scientific journals. The selection of journals was based on the suitability of the topic, the quality of the methodology, and its contribution to the understanding of emotion regulation in the context of adolescent education. The results showed that emotion regulation in high school students is influenced by intrapersonal factors, family environment, peer relations, and academic pressure. This study specifically highlights emotion regulation strategies such as cognitive reappraisal, impulse control, and achieving emotional balance in the school environment. The novelty of this research lies in the contextual focus on Indonesian students and the emphasis on the importance of preventive and educative approaches in building emotion regulation skills as part of mental readiness for the future.
Enhancing English reading comprehension through narrative engagement among Thai elementary students: An explanatory mixed method study Ristianty, Heny; Nissa, Khairun
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/026126jpgi0005

Abstract

In an increasingly globalized world, English reading comprehension is an essential skill, particularly for young learners in non-native English-speaking contexts such as Thailand. This study explores the effectiveness of narrative engagement in enhancing English reading comprehension among Thai elementary students through an explanatory sequential mixed-methods design. The research involved 27 fifth and sixth-grade students from a primary school in Satun Province, Thailand. Data were collected through a reading comprehension post-test, a questionnaire, and classroom observation. Quantitative results revealed a high average post-test score (M = 86.67, SD = 8.77), indicating substantial improvement in reading comprehension following the narrative-based intervention. The findings show that students experienced emotional connection, attention, and identification with the stories. The majority of students reported feeling engaged, visualizing the scenes vividly, and relating to the characters’ experiences. These findings confirm that narrative engagement significantly contributes to students’ cognitive and emotional involvement in reading, leading to improved comprehension. The study recommends the integration of narrative texts into English language instruction to foster deeper reading experiences and motivation among young EFL learners.
Methodological strategies and barriers in teaching EFL of Thai students by Indonesia preservice teachers during the international teaching practice program Natasya, Nadila; Harisma , Rita
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 1 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/026129jpgi0005

Abstract

Teaching English as a Foreign Language (EFL) across cultures presents unique challenges, especially when Indonesian pre-service teachers instruct Thai students who face linguistic and cultural barriers in speaking. Storytelling is recognized as an innovative strategy to enhance fluency, vocabulary, and confidence in communication. This study aims to examine the methodological strategies, barriers, and innovations applied by Indonesian pre-service teachers during the International Teaching Practice Program at Thammasat Wittaya School. Using a descriptive qualitative design, data were collected through interviews, classroom observations, and documentation, and analyzed using Miles, Huberman, and Saldana’s (2014) framework. Findings reveal that storytelling served as the main strategy, implemented through teacher-modeled narration, group projects, multimedia aids, and culturally responsive materials. These approaches improved students’ speaking skills, increased participation, and built confidence. However, several barriers emerged, including limited vocabulary, pronunciation difficulties, passive learning preferences, and resource constraints. Teachers addressed these by scaffolding, providing motivational support, and integrating familiar cultural content to sustain engagement. In conclusion, storytelling proved effective in supporting Thai students’ speaking development while helping pre-service teachers adapt to cross-cultural teaching contexts. The study highlights the importance of innovative, student-centered strategies and intercultural competence in preparing future teachers for global classrooms.

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