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Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 26156881     DOI : -
Core Subject : Science, Education,
Education Mathematics Physics Other
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika was published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) which contains articles that are based on the results of conceptual research and studies in the field of education such as (1) Assessment and Evaluation; (2) Higher Order Thinking; (3) Learning Resources; (4) Models of Teaching; (5) Teacher Professional Development; (6) Learning and Cognitive Style; (7) Sport Science and Education; (8) Character Building; (9) Art and Educational Linguistics; and (10) Education Research of Biology, Physics, Chemistry, and Mathematics.
Arjuna Subject : -
Articles 317 Documents
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The Interplay of Talent, Interest, and Teaching Competence: A SEM-PLS Analysis of Pre-Service Mathematics Teachers Lestiana, Herani Tri; Pramesti, Santika Lya Diah
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/pd596x85

Abstract

Based on Expectancy-Value Theory, talent and interest are often assumed to relate to individual competence. However, few studies have examined talent, interest, and competence simultaneously using SEM-PLS. This study analyzed the direct and indirect relationships among talent, interest, and the teaching competence of prospective mathematics teachers using SEM-PLS. The participants were 87 fifth-semester students in the Mathematics Education Department at UIN Siber Syekh Nurjati Cirebon. Data were collected through an interest questionnaire, a talent test, and teaching-competence observations. The results indicated that talent had a positive but non-significant effect on interest (coefficient = 0.487; p = 0.127) and on teaching competence (coefficient = 0.236; p = 0.531). Interest showed a negative but non-significant effect on teaching competence (coefficient = -0.243; p = 0.289). The mediation test also showed that interest did not significantly mediate the effect of talent on teaching competence (indirect coefficient = -0.118; p = 0.369). The explained variance was 0.237 for interest and 0.059 for competence, indicating that the model accounted for only a small proportion of variance. These findings suggest that teaching competence is more likely shaped through experience and social interaction in educational settings than as a direct outcome of talent or interest. The lack of significant relationships highlights the complexity of teaching-competence development. Practically, teacher education institutions should support talent and interest exploration while strengthening competence development through structured mentoring, early career exploration workshops, and systematic talent identification.
Revitalizing Kitab Kuning Instruction in Islamic Higher Education: Structural Challenges and Curriculum Integration Suriani, Erma; Muliadi, Erlan; Nasri, Ulyan
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/zfmrtx55

Abstract

The teaching of kitab kuning (classical Islamic texts) remains a defining yet increasingly marginalized component of Islamic higher education in Indonesia. This study examines the structural, pedagogical, and curricular factors shaping students’ turats literacy and explores strategies for revitalizing classical text instruction within contemporary university contexts. Using a qualitative multi-site case study design, data were collected during the 2024–2025 academic year through interviews, focus group discussions, classroom observations, document analysis, and a diagnostic assessment conducted at one state Islamic university and three private Islamic higher education institutions in West Nusa Tenggara. Qualitative data involved 19 informants comprising lecturers, students, and curriculum developers, while a separate diagnostic assessment was administered to 67 undergraduate students to evaluate proficiency in reading unvoweled Arabic texts. The findings indicate that a substantial proportion of students experience persistent difficulties in engaging independently with kitab kuning, which are closely associated with weak linguistic foundations, uneven lecturer competence, and the marginal positioning of classical texts within formal curricula. Clear contrasts were observed between state universities and institutions affiliated with ma’had or pesantren traditions, where sustained textual engagement supports stronger turats literacy. Based on these findings, the study proposes an integrative curriculum framework that embeds kitab kuning instruction across progressive stages of undergraduate education, aligns learning outcomes and assessment with direct textual engagement, and strengthens lecturer qualification standards, contributing an empirically grounded model for revitalizing turats literacy in Islamic higher education.
Mobile-Aided PjBL for Improving Junior High School Students’ Critical Thinking and Learning Motivation Yulianti, Erni; Husna, Ihda Maf'ulatul; Fitriyah, Isnanik Juni; Nugraheni, Dian; Hamimi, Erti
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/h8831197

Abstract

Project-Based Learning (PjBL) is often proposed as a way to engage students through authentic tasks, yet classroom observations in junior high schools in Malang indicated that students’ critical thinking and learning motivation were still relatively low. This study examined whether PjBL supported by a mobile application could improve seventh-grade students’ critical thinking and learning motivation on the topic of substances and their changes. A quasi-experimental design was used with 62 students from one junior high school (30 in the experimental group and 32 in the control group). The intervention combined PjBL with a mobile application and supporting materials (modules and student worksheets). Expert review showed that the learning media met acceptable validity criteria, with an average score above 83 percent (high validity). The instruments demonstrated good internal consistency, with Cronbach’s alpha of 0.853 for the critical thinking test and 0.929 for the learning motivation questionnaire. Independent-samples t-tests indicated statistically significant differences between groups (p < 0.05). The experimental group scored higher than the control group in critical thinking (t(60) = 2.33, p = 0.023, d = 1.02) and learning motivation (t(60) = 11.83, p < 0.001, d = 1.13). These results suggest that, in this context, mobile-aided PjBL was associated with higher critical thinking and learning motivation than conventional instruction, and it may be considered for teaching substances and their changes.
Development of a Games Book Media to Improve Early Reading Skills of Second-Grade Elementary School Students Wahyuni, Hilda; Susilawati, Samsul; Yaqin, Mohamad Zubad Nurul
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/d6n7gp18

Abstract

Reading ability is fundamental for literacy development, yet many Indonesian students, including those at MIS Al-Hidayah Karangploso, struggle with simple texts due to limited engaging learning media. This study developed and evaluated an interactive Games Book to enhance early reading skills among 32 second-grade students using the ADDIE-based R&D approach. The digital flipbook integrates progressive reading stages (words, sentences, texts) with game-based activities providing immediate feedback and sustained engagement. Expert validation indicated high content validity with I-CVI = 1.00 for media, material, and language. Media was visually appealing and technically reliable; material was relevant, accurate, and engaging; language was appropriate, readable, and clear. Teacher and student responses confirmed strong practicality. Effectiveness testing showed students’ average scores increased from 63.78 to 91.56 (N-Gain = 0.8, high category), with Paired Sample t-test Sig. = 0.000 < 0.05. Furthermore, Cohen’s d = 1.51 and the 95% confidence interval (–34.90 to –20.66) indicate that the improvement was both statistically significant and practically meaningful. The Games Book is therefore highly valid, practical, and effective in improving early reading skills and motivation through structured, interactive digital learning experiences.
Enhancing Elementary Students’ Critical Thinking and Problem-Solving Skills Through the Implementation of Problem-Based Learning at Muhammadiyah 4 Batu Elementary School Rohmah, Rissana Aprilia; Budiono, B.; Husamah, H.
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sancnb22

Abstract

In the era of rapidly evolving educational paradigms, critical thinking and problem-solving abilities have become essential competencies for 21st-century learners. However, few studies in the Indonesian elementary context have triangulated data from classroom observations, teacher interviews, and questionnaires to provide empirical evidence of how Problem-Based Learning (PBL) enhances these skills. This study examined the association between PBL and students’ behavioral indicators of critical thinking and problem-solving at Muhammadiyah 4 Batu Elementary School. Employing a qualitative descriptive design, the research involved three Grade 5 classes (5A, 5B, 5C; comprising a total of 87 students) and three teachers, spanning six PBL sessions over one semester. Data were collected through classroom observations, teacher and student interviews, and questionnaire surveys to capture the holistic dynamics of PBL in classroom practice. The observation rubric assessed four behavioral indicators—responsibility, confidence, initiative, and discipline—as proxies of critical thinking and problem-solving competence. The results reveal that PBL is associated with higher levels of engagement, curiosity, and analytical reasoning through structured problem scenarios that require collaboration and inquiry. Quantitative findings showed that class 5C achieved the highest responsibility (83.9%), confidence (87.4%), and discipline (86.2%), while class 5A demonstrated the strongest initiative (79.3%). Teachers’ interviews confirmed that consistent application of the five PBL stages—problem orientation, inquiry, design, presentation, and reflection—coincided with stronger behavioral outcomes. These findings suggest that PBL supports metacognition, self-regulation, and reflective learning aligned with Indonesia’s Kurikulum Merdeka. The study contributes new evidence on elementary-level PBL implementation by integrating validated behavioral rubrics, teacher perspectives, and classroom artifacts within a single descriptive framework.
Predictive Analysis of Cognitive Style and Gender on Junior High School Students’ Mastery of the Pythagorean Theorem Nur'aini, Khumaeroh Dwi; Natsir, Irmawaty
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mtx4w890

Abstract

This study investigates the predictive effect of gender and cognitive style on junior high school students’ mastery of the Pythagorean Theorem. A quantitative ex post facto design was applied to 71 eighth-grade students who had previously learned this topic. Mastery was measured using a five-item conceptual test, with a mastery threshold of 72% or higher, based on curriculum competency standards, expert judgment, and assessment guidelines. Gender (0 = female; 1 = male) and cognitive style (0 = FD; 1 = FI) were assessed using the Group Embedded Figures Test (GEFT). Binary logistic regression was employed. Model fit was satisfactory (Hosmer–Lemeshow p = .473), accuracy = 85.9%, and pseudo-R² (Nagelkerke) = 0.671. Cognitive style significantly predicted mastery (OR = 93.62, 95% CI = [10.64, 823.80], p < .001), while gender did not reach significance (OR = 4.12, 95% CI = [0.92, 18.42], p = .064). Findings highlight the need for adaptive learning strategies tailored to students’ cognitive style. Future studies should include additional predictors (e.g., motivation, instructional support) and apply calibration and cross-validation techniques to enhance prediction generalizability.
Development of a Learning Visual Aid for Parabolic Motion in Terms of its Validity and Effectiveness Rahayu, Mitra; Parrangan, Jeffri; Alfari, Ihang Ramadhan
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/fv7vxg52

Abstract

This study aims to develop a learning aid for the topic of parabolic motion based on air pressure, using a modified 4D development model reduced to 3D. The parabolic motion teaching aids commonly used in schools generally employ manual spring-based launchers, which make it difficult to control the launch velocity. Therefore, this research developed an air pressure-based teaching aid that allows for the adjustment of variables such as launch angle, initial velocity, pressure, maximum height, maximum range, and flight time. The research was limited to the development stage (limited trials) without proceeding to the dissemination phase. The validity of the device was assessed by five validators, consisting of four lecturers and one teacher. The effectiveness of the device was evaluated using response questionnaires administered to 18 students and one physics teacher from Grade XI at SMA Plus Muhammadiyah Merauke in the 2023/2024 academic year. The validity test results showed an average score of 81.2 (81.2%), categorized as very valid, with a minimum validity threshold of 61%. The validation instrument consisted of 20 items. The effectiveness test based on teacher responses yielded a score of 56.72 (76%), categorized as effective, obtained from 10 questionnaire items. Meanwhile, student responses resulted in a score of 43 (86%), categorized as very effective, obtained from 15 questionnaire items. The learning outcome test, consisting of 15 questions, showed an average score of 83.3, with 94% of students achieving scores above the minimum mastery criterion (MMC = 70). Therefore, the air pressure-based parabolic motion teaching aid developed in this study is proven to be highly valid, effective, and feasible for use as a learning medium in teaching parabolic motion.

Page 32 of 32 | Total Record : 317

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