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Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Published by Universitas Pendidikan Mandalika
ISSN : -     EISSN : 24427667     DOI : 10.33394
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran (JK) contains scientific articles from research in Education, Teaching and Learning which include : 1. Formal/School Education 2. Nonformal/Community Education 3. Informal/Family Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
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Search results for , issue "vol. 12 no. 2 (2026): june" : 42 Documents clear
Unpacking the Link Between Work-Integrated Learning and Graduate Work Readiness: The Mediating Role of Student Commitment Wisudani Rahmaningtyas; Anna Kania Widiatami
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.13022

Abstract

This study aims to investigate the relationship between Work-Integrated Learning (WIL) and graduate work readiness, with a particular focus on the mediating role of student commitment as a key psychological mechanism in the learning process. Employing a quantitative cross-sectional design, data were collected from 367 undergraduate students enrolled in economics-related study programs at universities in Indonesia who had completed recognized Work-Integrated Learning (WIL) programs. Respondents were selected using proportional random sampling, and the data were analyzed using PLS-SEM. The findings reveal that WIL positively influences student commitment (β = 0.52) and work readiness (β = 0.21). Student commitment also demonstrates a positive effect on work readiness (β = 0.47) and partially mediates the relationship between WIL and work readiness (β = 0.24). These findings indicate a positive and significant relationship between experiential learning and learning outcomes, emphasizing that the effectiveness of WIL depends on students’ active psychological engagement. This study contributes to the existing literature by providing empirical evidence that student commitment serves as a critical pedagogical mechanism in transforming experiential learning into meaningful learning outcomes and offers practical implications for the design of WIL-based learning models that foster engagement, reflection, and sustainable competence development.
Online Green Entrepreneurship Education: Exploring Competencies, Intentions, and Learning Barriers Eka Imbia Agus Diartika; Zahid Zufar at Thaariq
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.19250

Abstract

This study aims to explore students’ green entrepreneurial competencies, entrepreneurial intentions, and learning barriers within the implementation of Online-Based Green Entrepreneurship Education (GEE) in higher education. This study conducted a preliminary qualitative exploration of the model implementation through semi-structured interviews with lecturers and open-ended questionnaires administered to students in an online Bioentrepreneurship course. Thematic analysis was conducted to assess entrepreneurial competencies, learning barriers, and entrepreneurial intentions. To ensure the credibility of the findings, source triangulation was employed by comparing and cross-validating themes derived from lecturer interviews and student open-ended questionnaire responses. The results indicate that students possess adequate basic knowledge and sustainability values; however, practical skills, systems-thinking abilities, and real-world entrepreneurial experience remain limited due to the characteristics of online learning and restricted access to hands-on activities. The main barriers include financial constraints, lack of green facilities, limited understanding of markets and policies, and insufficient mentoring support. Although students demonstrate positive green entrepreneurial intentions, a gap between intention and actual behavior persists, influenced by low self-efficacy and weak structural support. These findings highlight the importance of improving the implementation of online GEE to better support students’ green entrepreneurial competencies, intentions, and entrepreneurial readiness in higher education.
Strategic Learning Management and Transformational Leadership in Shaping Inclusive School Culture: A Systematic Literature Review of Educational Sociology Arip Amin; Ali Miftakhu Rosyad; Aip Syarifudin; Muaz; Raisalam D. Angoy
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.19702

Abstract

This study aims to examine how the transformational leadership of school principals fosters an inclusive school climate, how strategic learning management enhances teachers’ capacity to respond to student diversity, and how the integration of both contributes to the development of a sustainable inclusive ecosystem. The study employed a systematic literature review method following the PRISMA guidelines. A total of 42 articles were selected from 847 search results retrieved from Scopus, Web of Science, and Google Scholar published between 2015 and 2024. The data were analyzed using thematic synthesis through systematic coding, categorization, and cross-study comparison to identify patterns of leadership practices, learning management strategies, and the construction of inclusive school culture. The findings reveal a consistent and substantial positive relationship between transformational leadership practices and inclusive learning management. Leadership interventions were found to function as strategic mediators in strengthening teachers’ adaptive capacity toward student diversity and in shaping an inclusive school culture. Furthermore, the synthesis highlights that effective collaboration between leadership and learning management practices supports the sustainability of inclusive education ecosystems. Based on these findings, this study proposes a comprehensive inclusive synergy model that extends Pierre Bourdieu’s theory of habitus and social capital within the context of inclusive schools in Indonesia.
Bridging Culture and Mathematics: Exploring Teachers’ Needs for Culturally Relevant Digital Resources in Primary Schools Rahayu Condro Murti; Yeni Rakhmawati; Unik Ambarwati; Tiara Harsono; Salman Rashid
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.19939

Abstract

This study aims to evaluate the feasibility and user acceptance of the Matematika Berbudaya e-book as a culturally responsive digital resource for primary mathematics learning in the Special Region of Yogyakarta, Indonesia. This study used a design and development research method with a field trial evaluation to assess the feasibility, acceptability, and perceived pedagogical value. A field trial involved 10 teachers and school leaders who completed a 26-item five-point questionnaire with an open-ended comment, and 89 students who completed a 20-item four-point questionnaire after using the e-book. Descriptive statistics were used to summarize item-level means and response distributions, and internal consistency was examined with Cronbach’s alpha. Teachers reported strong endorsement of value integration and meaningful learning (M = 4.80 and 4.70), contextual and cultural integration (highest M = 4.90), and perceived usefulness and access (M from 4.50 to 4.60). Students also responded positively, with an overall mean of 3.3494 and responses concentrated in the upper categories (scores 3 and 4). The combined results indicate that the e-book is perceived as culturally meaningful, practically usable, and supportive of engaging learning experiences. These findings provide an empirical basis for refining instructional wording, layout cues, and navigation, and for informing the development of culturally grounded digital materials that align with Kurikulum Merdeka and principles of culturally responsive teaching.
Pengembangan Permainan MONESI yang Mengintegrasikan Kearifan Lokal Surabaya Semanggi untuk Melatih Keterampilan Berpikir Kritis Mas Al dhin Imru'ul Qais As Syauqi; Sunu Kuntjoro; Muji Sri Prastiwi; Eva Kristinawati Putri
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.19971

Abstract

This study aims to develop valid and effective problem-based learning media integrated with the local wisdom of Surabaya clover plants to train students' critical thinking skills, called MONESI (Monopoli Education Semanggi). This study uses a research and development (R&D) method with the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The subjects of this study were 36 tenth-grade high school students in Surabaya. The research instruments used included a validation sheet and a critical thinking skills test. Data analysis techniques included descriptive validity analysis, Aiken’s V validity index analysis, Cronbach’s alpha reliability test, and Paired-Samples T-Test analysis using IBM SPSS Statistics version 27.0. The results of the study indicate that the MONESI game achieved an average validity score of 3.87 across all assessment aspects, which falls within the high validity (HV) category, with an average validity index of 0.960 (≥ 0.75), while the Cronbach’s alpha reliability test yielded a value of 0.842 (≥ 0.5). Based on these two results, it can be concluded that the MONESI game has a high level of reliability and is suitable for use as a learning medium. Analysis of the critical thinking skills test results using the t-test yielded a significance value of 0.00 < 0.05, indicating a significant improvement in students’ critical thinking skills following the implementation of the MONESI game. This improvement was evident across all critical thinking indicators: interpretation (0.16), analysis (0.23), inference (0.26), explanation (0.27), and evaluation (0.37). Thus, the MONESI game can be considered effective in developing students’ critical thinking skills regarding the topic of water pollution.
Family Counselling Model Based on 3S Values (Sipakatau, Sipakainge, and Sipakalebbi) for Strengthening Positive Character in Junior High School Students Masdar Bahari; Harmita Sari; Hamka
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20005

Abstract

This study aims to explore the integration of Luwu’s local wisdom values, namely Sipakatau, Sipakainge, and Sipakalebbi (3S), into family counselling as a strategy for strengthening the positive character of junior high school students. The study employed an exploratory qualitative descriptive approach to investigate parents’ experiences and perspectives regarding the implementation of these values in family life. The research participants consisted of parents of junior high school students from a junior high school in Palopo City, South Sulawesi, Indonesia, who were selected through purposive sampling. Data were collected through in-depth interviews and analyzed using thematic analysis techniques. The results showed that the values of Sipakatau, Sipakainge, and Sipakalebbi had been internalized and consistently applied within families through daily interactions. Parents emphasized the importance of mutual respect, guidance, and openness to feedback as key strategies in shaping children’s behavior. The integration of these values contributed to improving the quality of communication within the family and supported the development of positive character traits among students, such as politeness, empathy, responsibility, openness, and emotional control. Despite challenges, including parental workload and external environmental influences, these values remain relevant in the context of contemporary family life. These findings indicate that integrating Luwu’s local wisdom values into family counselling represents a culturally grounded approach that is effective in strengthening character education and optimizing the role of families in student development.
Hope and Future Orientation: A Phenomenological Study of Vocational High School Students’ Psychological Dynamics in Yogyakarta Hadi Alhail; Kartika Nur Fathiyah; Adek Cerah Kurnia Azis; Sanita Carolina Sasea; Akram Musthafa; Siti Khofifatul Mardhiyyah; Izzunnazel Achmad Barqiallah; Rangga Octava Raisyabilla; Muhammad Ihsanul Fikri; Muhammad Ridwan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20041

Abstract

This study aims to describe the psychological dynamics of vocational high school (SMK) students in constructing hope and future orientation. A qualitative approach with a phenomenological design was employed to explore the lived experiences of students conducted in a vocational high school setting in Yogyakarta City, Indonesia.  Data were collected through in-depth interviews with eleventh-grade students and limited participatory observation, and were analyzed using Interpretative Phenomenological Analysis (IPA). The findings indicate that students’ hope is not understood as an abstract projection of the future, but rather as a concrete life goal oriented toward economic independence and readiness to assume adult roles. Students’ future orientation develops dynamically through processes of internal conflict, adaptation, self-acceptance, and the formation of alternative planning strategies.  The results also reveal anxiety related to work readiness due to limited practical training and inadequate learning facilities. Nevertheless, students demonstrate psychological resilience by maintaining hope and engaging in adaptive efforts to face the future. This study recommends that policymakers evaluate the zoning system and improve practice facilities, and that educational counselors provide early career orientation services.
Strengthening Computational Thinking Skills through Blended Learning, Digital Literacy and Learning Environment: The Role of Learning Motivation as a Mediating Variable Niny Makaliwe; Listriyanti Palangda; Ilham Abu; Jety Lempas
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20044

Abstract

This study aims to examine the effects of blended learning, digital literacy, and the learning environment on students' computational thinking skills, with learning motivation as a mediating variable. A quantitative approach was employed, employing Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS. The study involved 215 high school students selected through purposive sampling, specifically students with experience in digital and blended learning environments. Data were collected using a questionnaire covering indicators of blended learning, digital literacy, learning environment, learning motivation, and computational thinking skills. Data analysis included external model testing for validity and reliability using Confirmatory Factor Analysis (CFA) and model testing using path coefficients, R-squared, and mediation analysis. The findings indicated that blended learning significantly influenced computational thinking skills (β = 0.059; p = 0.009) and learning motivation (β = 0.167; p = 0.001). The learning environment also showed a significant influence on computational thinking (β = 0.199; p = 0.008) and learning motivation (β = 0.471; p < 0.001). Learning motivation had the strongest direct influence on computational thinking (β = 0.509; p < 0.001). The SEM-PLS model showed adequate predictive power, with R-square values of 0.541 for computational thinking and 0.464 for learning motivation. Mediation analysis showed that learning motivation significantly mediated the relationship between blended learning and computational thinking (β = 0.085; p < 0.001), as well as the learning environment and computational thinking (β = 0.240; p < 0.001). However, the mediation effect between digital literacy and computational thinking was not significant (β = 0.023; p = 0.752), indicating that digital literacy directly influences computational thinking through students' cognitive and information processing abilities. This finding highlights the importance of integrating technology-based learning, a supportive learning environment, and motivational factors to strengthen computational thinking skills.
Model Manajemen Sistem Ruang Kerja Virtual Berbasis Google Sites Untuk Meningkatkan Efisiensi Tugas Administrasi Guru Wahyu Agustina Rimbita; Wahyudi; Sophia Tri Satyawati
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20104

Abstract

This study aims to develop a Google Sites–based virtual workspace model to enhance the administrative efficiency of early childhood educators. The study employed a Research and Development (R&D) method using the 4D model (Define, Design, Develop, and Disseminate) and applied a concurrent triangulation mixed-methods design. The research participants consisted of 13 kindergarten teachers at TK Kristen 03 Eben Haezer, Salatiga, Indonesia. Data were collected through semi-structured interviews, non-participant observations, questionnaires, and pretest–posttest performance assessments. Qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and verification. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests. The findings indicate that, prior to the intervention, teachers faced significant challenges, including limited time, fragmented data storage, and ineffective document archiving, resulting in substantial administrative workload demands. The developed virtual workspace integrates key Google Workspace tools (Google Drive, Docs, and Sheets) into a centralized, dashboard-style interface. Validation results confirmed high feasibility, with IT experts rating the system at 95.55% (“very valid”). Practicality assessments from teachers indicated a “very practical” category, while effectiveness testing showed a statistically significant improvement in administrative efficiency, with mean performance scores increasing from 11.76 to 17.53 (p < 0.05). This study demonstrates that a low-cost, integrated digital workspace can significantly reduce administrative burdens, offering a sustainable and scalable solution for resource-limited educational settings.
Evaluating the GASING Method Training on Teachers’ Mathematical Competence and Intrinsic Motivation in Papua: A Self-Determination Theory Perspective Mai Rosalli Matondang; M Solehuddin; Arie Rakhmat Riyadi; Idat Muqodas; Yohanes Surya
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20140

Abstract

This study aims to examine the effectiveness of an intensive GASING method (Gampang, Asyik, dan Menyenangkan: Easy, Fun, and Enjoyable) training program in enhancing mathematical competence and intrinsic motivation among elementary school teachers in Papua, analyzed through the lens of Self-Determination Theory (SDT). A pre-experimental one-group pretest–posttest design, supplemented by qualitative analysis, was employed. Thirty-one teachers in Jayapura completed a 17-day (more than 130 hours) intensive program at Cenderawasih University. The study used a 100-point mathematical competence test (validated by the Surya Institute) and trainers’ daily journals as research instruments. Quantitative data were analyzed using descriptive statistics, N-gain scores (Hake, 1999), and Cohen’s d effect size, while qualitative data from journals were analyzed thematically within the framework of Self-Determination Theory (SDT) to explore changes in participants’ psychological motivation. The results demonstrated a substantial increase in mathematical competence, with a mean gain of 55.58 points (from 38.52 to 94.10; +144.3%), an N-gain score of g = 0.904 (high category), and a large effect size (Cohen’s d = 3.41). All five mathematical components and all four instructional groups consistently achieved high N-gain scores (g = 0.854–0.936). The qualitative findings indicate that the program’s effectiveness was grounded in the systematic fulfillment of the three core psychological needs of SDT: competence (through structured mastery progression), autonomy (through opportunities for creative agency), and relatedness (through the formation of a collective identity as “Smart Papua”). Gamification elements, music, chants, and structured practice reduced anxiety while fostering sustained intrinsic motivation. These findings contribute to the extension of Self-Determination Theory in collectivist cultural contexts and offer practical implications for transformative teacher professional development in Eastern Indonesia.

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