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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 454 Documents
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Mind Mapping in Learning Models: A Tool to Enhance EFL Students in Descriptive Text Writing
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2899

Abstract

This study aimed to improve Grade X students’ descriptive writing skills through the application of mind mapping. This research was conducted at Diponegoro Depok Vocational School in Sleman, Yogyakarta. The participants of the study were 20 students who were identified as having difficulties in organizing and expressing ideas in written form. The research was carried out over 11 meetings, including a pre-test, two action cycles (each comprising three meetings), and a post-test. Data were collected using writing tests, observation sheets, interviews, field notes, and documentation, and analyzed through both quantitative and qualitative approaches. The quantitative analysis assessed improvements in students’ scores based on a rubric adapted from Brown (2010), while the qualitative analysis used thematic content analysis to explore student engagement and creativity. The results showed significant improvement in both individual and classical mastery levels, with students demonstrating enhanced organization, vocabulary, and idea development. The findings suggest that mind mapping is an effective technique for enhancing descriptive writing and fostering 21st-century skills such as collaboration, creativity, and critical thinking. This study highlights the value of CAR as a reflective, data-driven approach to improving teaching practices and student outcomes.
Paternal Educational Strategies for Children’s Social Behavior in Female Migrant-Worker Families: A Qualitative Study Across Socioeconomic Groups Faidin, Nahrul; Astuti, Tri Marhaeni Pudji; Prajanti, Sucihatiningsih Dian Wisika; Hardati, Puji
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i1.2915

Abstract

Children’s social behavior in female migrant-worker families is shaped by how fathers reorganize caregiving, supervision, and everyday educational practices after maternal migration. However, previous research has more often emphasized the general consequences of parental migration than the class-sensitive pattern of paternal strategies used to guide children’s social behavior. This study, therefore, examined paternal educational strategies for children’s social behavior in female migrant-worker families across socioeconomic groups. The study used a qualitative descriptive design with purposive sampling and involved six fathers in Langgudu Sub-district, Bima Regency, Indonesia. Data were collected through semi-structured interviews, observation, and documentation, and were analyzed using thematic analysis. The findings show three interconnected strategies: role modeling, disciplinary education, and educational advice. In upper-socioeconomic families, fathers showed visible moral-religious role modeling and more structured daily discipline, but advice was often delivered in a harsh tone. In middle-socioeconomic families, fathers showed weaker direct role modeling and less structured discipline, while advice tended to be given gradually through verbal guidance. In lower-socioeconomic families, fathers showed strong work- and community-based role modeling, but discipline and advice were more reactive because work demands reduced supervision and routine consistency. These findings indicate that father involvement in migrant-worker families should be understood not only in terms of presence, but also in terms of the form, tone, and consistency of paternal educational practices. The study implies that schools, communities, and migrant-family support programs should strengthen constructive father engagement, routine-based caregiving, and nonviolent communication in left-behind families.
Development of a Cub Scout Module Based on General Proficiency Requirements to Improve Elementary School Students' Learning Outcomes
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2921

Abstract

This study aims to develop a Cub Scout module based on General Proficiency Requirements (Syarat Kecakapan Umum/SKU) that is effective in improving the learning outcomes of elementary school students in the Cub Scout category. The module was developed using the PLOMP model, which consists of five stages: preliminary investigation, design, construction, evaluation and revision, and implementation. However, the implementation stage was not carried out, as the research focused solely on product development. The study was conducted at SDN Baros 04 Brebes with a sample of 20 Cub Scout students. The instruments used included expert validation sheets, observation sheets, questionnaires, and learning outcome tests. Data analysis was performed using quantitative descriptive methods and paired-sample t-tests. The module was deemed highly valid based on expert assessments, with an average score of 4.7. The average pretest score of 60.5 increased to 70.3 in the post-test, with an N-Gain score of 0.46, categorized as moderate. The paired-sample t-test showed a significant difference between pretest and post-test results (mean = 9.600; Std. Deviation = 5.720; Std. Error Mean = 1.280; t = -7.21; p < 0.001), indicating that the use of the module had a positive impact on students' learning outcomes. Students responded very positively to the module, with an average score of 4.1 (categorized as very good). The Cub Scout module based on SKU was proven to be valid and effective in enhancing students’ understanding, motivation, and learning outcomes. Further development at the implementation stage is recommended to evaluate long-term impacts and expand its application to other educational levels and contexts.
Development of Virtual Reality Web-Based Learning in Teaching English Language Skills
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2933

Abstract

The transformation of learning media is happening rapidly, requiring responsive adaptation from both learners and educators. Virtual Reality (VR)-based media has gained significant popularity among students, offering innovative and immersive learning experiences. In contemporary education, providing adequate opportunities for learners to engage deeply with the material is essential, especially in acquiring English, which is often considered challenging through traditional methodologies. This study aims to develop Virtual Reality-based educational media that provides a unique experience for learners to enhance their English language skills. The design of this media integrates a website with 360-degree images, ensuring coherence between visual content and learning materials. The selected materials have been aligned with learning outcomes and curricula relevant to the study program. This website is specifically designed for English language learning in higher education, offering an interface accessible across various browsers and devices, both desktop and mobile. Research findings indicate a significant improvement in student learning outcomes, as evidenced by pre-test and post-test scores with average values of 69.95 and 85.33, respectively. These findings suggest the effectiveness of VR media in enhancing students’ English language proficiency.
Enhancing Science Learning Motivation through Picture Storybooks in Elementary Schools
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2940

Abstract

The motivation to learn science among elementary school students in Indonesia remains suboptimal, often hindered by monotonous teaching methods and a lack of engaging learning materials. This study addresses this issue by evaluating the effectiveness of a newly developed science picture storybook intervention designed to enhance student motivation through contextual, narrative-based learning. Unlike conventional textbooks, the storybook embeds scientific concepts within age-appropriate stories accompanied by colorfull illustrations, aiming to foster intrinsic motivation and conceptual understanding. While previous research has validated its practicality and content validity, its effectiveness in improving science motivation had not been empirically tested. This quasi-experimental study involved third-grade students at SD Negeri 5 Mas, Gianyar Regency, Bali (n=17), using a one-group pretest-posttest design. A science motivation questionnaire was administered, and the data were analyzed using paired sample t-tests and normalized gain scores. The findings showed a statistically significant improvement in students’ science learning motivation after using the picture storybook (p < 0.05), with a moderate normalized gain score (g = 0.42). These results highlight the storybook’s moderate yet meaningful impact. The novelty of this intervention lies in its integration of scientific content into culturally relevant narratives to promote engagement and motivation in early science education. The study contributes to the growing field of science education by demonstrating that picture storybooks can serve as an effective motivational tool in elementary classrooms, especially in contexts where motivation is low and student engagement is critical.
Articulate Storyline Interactive Media for Grade XI Digestive-Excretory Learning via ASSURE
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2955

Abstract

Students' low understanding of complex human digestive and excretory system materials shows a gap in the use of technology-based interactive learning media in high school/MA. This study aims to develop and evaluate the validity, practicality, and effectiveness of Articulate Storyline-based interactive media for learning the human digestive and excretory system in grade XI using the ASSURE design model. The research innovation lies in the integration of interactive multimedia technology with the ASSURE systematic learning approach which includes student analysis, goal setting, media-method selection, material utilization, and evaluation-revision. The research and development (R&D) method was applied with the subjects of grade XI high school/MA students. Data was collected through pretests, user response questionnaires, and expert validation. The results showed that the developed media achieved very high validity (> score of 0.80), excellent practicality of teacher and student assessments (81-100%), and significant effectiveness with an average N-Gain of 0.7227 indicating a substantial improvement in learning outcomes. These findings indicate that the Articulate Storyline interactive media with the ASSURE design is effective in improving understanding of complex biology concepts, making a significant contribution to technology-based science learning innovations in Indonesia, and has the potential to be widely applied for a more engaging and effective transformation of biology education.
Instagram vs. Facebook: A Quasi Experimental Study on Expository Writing Outcomes among Grade X Students
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2980

Abstract

The increasing integration of technology in education necessitates innovative learning strategies, especially in language instruction. This study investigates the comparative effectiveness of Instagram and Facebook as digital learning media for expository writing instruction among Grade X students at SMA Negeri 7 Bulukumba. The research addresses the gap in existing literature, which has seldom compared social media platforms simultaneously in genre-specific writing contexts. Employing a quantitative approach with a quasi-experimental nonequivalent control group design, the study involved 54 students divided into two groups: one using Instagram and the other using Facebook as learning media. Pretest and posttest assessments were conducted to evaluate students' expository writing skills across five dimensions: content, structure, coherence, rules, and grammar. The results revealed a statistically significant improvement in the Instagram group, whose average score increased from 52.04 to 70.70, compared to the Facebook group, which only rose from 46.85 to 50.96. The findings underscore Instagram’s superior affordances—its emphasis on visual content, comment interaction, hashtag organization, and story features—supporting multimodal learning and peer feedback mechanisms. These affordances promote deeper engagement, collaborative learning, and alignment with students' digital habits, thereby enhancing motivation and skill development. In contrast, Facebook’s chronological and text-dominant interface yielded minimal impact. The study concludes that Instagram is more effective than Facebook for enhancing students’ expository writing outcomes and recommends its strategic integration in language curricula. Teachers should be trained in using Instagram’s pedagogical features, and policymakers should consider its inclusion in national digital literacy strategies. These findings align with the Merdeka Curriculum's emphasis on contextual, student-centered learning, and suggest that effective social media use can bridge formal education with students’ everyday digital experiences, paving the way for broader curriculum reforms that embrace relevant, engaging, and technology-enhanced instruction.
Development of Inquiry-Based Learning Tools to Enhance Students' Learning Interest and Conceptual Understanding in Mathematics
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2987

Abstract

This study aims to develop an inquiry-based mathematics learning tool that is valid, practical, and effective in enhancing students’ learning interest and conceptual understanding. Unlike previous studies, this research focuses on the development of inquiry-based learning tools to enhance learning interest and conceptual understanding of mathematics among elementary school students, specifically within the context of education in Lombok. The research employed a Research and Development (R&D) approach using the 4-D model (Define, Design, Develop, Disseminate). The participants consisted of 26 fourth-grade students at SDN 4 Pringgabaya, East Lombok. The instruments used included learning material validation sheets, teacher and student response questionnaires, a learning interest questionnaire, and a conceptual understanding test. Data were collected through document analysis, questionnaires, and tests, then analyzed descriptively using percentage categories and N-gain Test. The findings revealed that all components of the developed instructional materials were rated “very valid” by experts. During the implementation phase, the materials were rated “very practical” (86.67%) based on teacher responses. Post-intervention data indicated that 88.46% of students reached the “very high” category of learning interest, while 81% met the minimum mastery criteria for conceptual understanding. The results of the N-Gain test show an average N-Gain value of 0.7166, which falls into the high category. This indicates an improvement in students' conceptual understanding.  These results confirm that the inquiry-based learning materials developed in this study are valid, practical, and effective in improving students’ interest and conceptual understanding in mathematics. The success of this learning tool can make a contribution to educational policies at the regional level, with relevance to the development of an inquiry-based curriculum approach that can be more widely implemented in elementary schools.
Transforming Learning in the Digital Age: Examining the Role of AI for Catholic Religious Education Teachers
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.3017

Abstract

This study aims to understand the perception and utilization of artificial intelligence (AI) by Catholic Religious Education teachers in learning, as well as identify factors that influence the effectiveness of using this technology. The role of AI in the era of technology 5.0 is not only as a tool, but also as a breakthrough that helps in designing innovative learning. However, many teachers still lack the ability to utilize AI appropriately. Based on this condition, it is necessary to conduct an in-depth study related to teachers' perceptions and their ability to utilize AI in learning, especially in Catholic religious education. A qualitative research method with a phenomenological approach was used to explore the experiences and views of teachers from various levels of tenure. Data were collected through semi-structured interviews, participatory observation, and documentation, then analyzed using thematic analysis techniques and data triangulation to increase the validity of the findings. The results show that there are variations in perceptions related to AI, where teachers with less than five years of service tend to be more open and actively use AI in learning, while teachers with more than 15 years of service show skepticism and limited use. The main influencing factors were technical skills and anxiety related to changing teacher roles as well as the unsuitability of AI in conveying the spiritual and moral values of Catholicism. Training limitations and lack of in-depth understanding of AI were also significant barriers to its utilization. This study highlights the importance of continuous training that integrates technical aspects and religious values to improve teacher readiness. In addition, there is a need to develop AI content that is in line with Catholic teachings as well as learning approaches that emphasize the role of the teacher as a moral and spiritual guide. This research provides a basis for developing teacher professional development strategies and AI-based learning innovations that are aligned with the values of faith in religious education.
The Effectiveness of Podcasts in Improving High School Students' Speaking and News Text Writing Skills
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.3020

Abstract

Traditional textbook-based language instruction in Indonesian secondary education shows limited effectiveness in developing integrated speaking and writing competencies, particularly in news text production. While previous research examined podcast effectiveness in single-skill development, a significant gap exists in understanding how podcast-based instruction simultaneously enhances both abilities through unified pedagogical approaches. This study investigates podcast media effectiveness in developing integrated language skills among Indonesian high school students, addressing the theoretical void in cross-modal transfer research. The research employed pure experimental design with randomized pretest-posttest control group methodology, involving 72 Grade XI students from SMAN 19 Gowa randomly assigned to experimental (podcast-based) and control (textbook-based) groups. Data collection utilized validated rubrics with inter-rater reliability coefficients of 0.85 and 0.82 respectively. Results demonstrated significant improvements in both skill domains following podcast intervention. Speaking skills showed substantial enhancement in the experimental group (M = 47.00 to 80.22, t = 16.092, p < 0.001) compared to control group gains (M = 46.22 to 60.00). Writing competencies similarly improved significantly (M = 43.81 to 69.53, t = 6.963, p < 0.001) versus control group progress (M = 44.89 to 61.94). The findings reveal that podcast-based instruction facilitates cross-modal transfer mechanisms, where auditory input enhances written production through schema activation and cognitive load optimization. Educational implications include curriculum integration recommendations for technology-enhanced language learning and teacher training program development for multimedia pedagogy implementation.

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