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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 38 Documents
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Search results for , issue "vol. 12 no. 1 (2026): march" : 38 Documents clear
ESP-Based English Learning Model for Enhancing Financial Competence among Accounting Students: A Design-Based Research Study Suhaimi, Imam; Hana, Choirul; Sudibyo, Novy Anggraini
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19346

Abstract

This study aims to design, implement, and evaluate English learning models based on English for Specific Purposes (ESP) to enhance the competencies of finance students in accounting. A Design-Based Research (DBR) approach was employed to ensure the relevance and adaptability of the model through iterative refinement based on field feedback. Analysis of interviews and observations, conducted using thematic analysis, revealed that students experienced difficulties in understanding English terminology in finance, particularly in the contexts of reports, auditing, budgeting, and general financial communication. The developed learning model emphasizes module-based analysis of reports, financial statements, budget preparation, and audit scenarios, incorporating project-based activities that integrate professional skills, language, and contextual understanding. The model was implemented over one semester with 120 students from the Accounting Study Programs of three universities in East Java—Universitas Kahuripan Kediri, Universitas Pembangunan Nasional "Veteran" Surabaya, and Universitas Islam Malang—selected purposively to represent diverse academic and cultural learning contexts. Results indicate a significant improvement in students’ understanding of terminology, financial literacy, communication skills, and English-speaking ability. The statistical analysis showed a highly significant p-value (< .001) and a large effect size (d = 1.21), providing strong empirical evidence that the ESP-Accounting model effectively enhances integrated linguistic and financial competencies. This model can be adapted by other institutions to strengthen collaboration between lecturers and accounting professionals. Research in this area contributes to the advancement of language learning in educational and vocational contexts and enhances graduates’ readiness for the global workforce.
Cognitive–Cultural Balance in Designing Culture-Based HOTS Tasks: Evidence from Prospective Mathematics Teachers Alifiani; Labuem, Susana; Suwanti, Vivi; Phadung, Muneeroh
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19417

Abstract

This study aims to investigate how prospective mathematics teachers integrate cognitive and cultural dimensions in designing culture-based Higher Order Thinking Skills (HOTS) tasks. Using a qualitative descriptive approach, data were collected through task analysis, observation, and in-depth interviews. Data analysis in this study employed thematic analysis using a hybrid inductive–deductive approach. The study involved seventh-semester Mathematics Education students who had completed core pedagogical and professional courses as well as teaching practicum and were therefore considered ready as prospective teachers. Their task designs were analyzed using the Cognitive Demand and Cultural Value Framework, resulting in three classifications: cognitive dominance, cultural dominance, and cognitive–cultural balance, with one participant representing each category. Participants with cognitive dominance demonstrated strong mathematical reasoning and structured problem design but tended to disregard cultural authenticity and traditional norms. Conversely, culturally dominant participants displayed rich cultural sensitivity yet neglected mathematical coherence and contextual logic. Only participants achieving cognitive–cultural balance successfully integrated analytical rigor with cultural meaning, producing problems that were both mathematically valid and culturally grounded. These findings highlight that cognitive and cultural dimension are complementary rather than opposing forces. The study concludes that developing dual cognitive and cultural literacy is essential for prospective mathematics teachers to design transformative learning experiences that connect logical reasoning with cultural understanding, underscoring the need for teacher education institutions (LPTK) to integrate this balance explicitly into curriculum design to better prepare future teachers.
Transcending Institutional Origins: The Homogeneity of Multidimensional Moderate Character Among Prospective Elementary Teachers Yulianti; Aloysius, Duran Corebima; Wulandari, Diana; Ayu, Hena Dian; Kurniawati, Putri Dwi Retno; Rachmawati, Yani Septia; Fauzan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19499

Abstract

This study aims to investigate the phenomenon of "Institutional Transcendence" by examining whether institutional origins (public vs. private schools) influence the multidimensional moderate character of prospective elementary teachers. Employing a comparative quantitative approach combined with structural modeling, data were elicited from 76 second-semester students of the Elementary School Teacher Education program. The results of a One-Way ANOVA demonstrate no statistically significant disparity in moderate character levels based on institutional origins (F=0.071, p=0.791 > 0.05). Furthermore, Partial Least Squares Structural Equation Modeling (PLS-SEM) confirms the structural integrity of the multidimensional model (R2 = 0.196), identifying Cultural Adaptability and Conflict Resolution as the most significant drivers of moderation. These findings suggest that the higher education environment acts as a potent "Equalizer," effectively homogenizing values through a shared academic ecosystem. The study concludes that while the "Equalizer" effect successfully aligns cognitive and affective dispositions, a "Knowing to Action Gap" persists, necessitating a pedagogical shift toward experiential "Moral Action" to transform theoretical moderation into decisive civic courage.
Designing Aceh Local History Teaching Materials to Strengthen Social Cohesion: A Qualitative Study Anis, Madhan; Rahman, Aulia; Prasetyo, Okhaifi; Makhroji; Rosyid MA, Ikhsan; Junaidi, Teuku
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19594

Abstract

This study aims to explore the design process of Acehnese local history teaching materials oriented toward strengthening students’ social cohesion. The research employed a qualitative case study approach involving six social studies teachers, twelve students, and two curriculum developers selected through purposive sampling. Data were collected through classroom observations, interviews with teachers and students, and analysis of curriculum documents and teaching materials. Data were analyzed using Miles and Huberman’s interactive model, which includes data condensation, data display, and conclusion drawing and verification. The findings indicate that local history learning in Aceh remains dominated by elite-centered narratives and does not adequately represent the roles of cross-ethnic and cross-class actors in shaping social cohesion. Empirical evidence shows that integrating alternative sources—such as local archives, oral histories, and multi-perspective case studies—broadens students’ understanding of social cohesion as a historically constructed process formed through interaction and social negotiation rather than as a given condition. These findings underscore that strengthening social cohesion through history education requires a shift from single narratives toward contextual and inclusive instructional design. However, challenges remain in the availability of contextual teaching resources and pedagogical strategies. Overall, the study highlights the importance of systematically designing local history teaching materials aligned with social cohesion theory to enhance the role of history education in fostering national character.
Non-Labeling Diagnostic Assessment from a Human Dignity Perspective: Implications for Students’ Academic and Character Development Tutughamiarso, Maya Oktavia; Triwiyanto, Wahyudi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19603

Abstract

This study aims to analyse how the results of the Middle Years Information System (MidYIS) initial assessment can be interpreted and utilised pedagogically as a non-labelling assessment to support students’ academic and character development. A descriptive quantitative approach was used in this study, with a cross-sectional design, involving all 10th-grade students (n=35) at a private Christian high school in an urban Indonesian context as the sample, using a total sampling technique. Data were obtained from MidYIS Standard Age Scores (mean = 100, SD = 15) across six cognitive domains. The data analysis techniques in this study employed descriptive statistics and inferential statistical tests. The findings reveal significant cross-domain variation. Mathematics and Non-Verbal Reasoning demonstrate strong performance, with 45.7% of students in the Well Above to Far Above categories. In comparison, Perceptual Speed and Accuracy is the strongest domain (65.7% Above Average or higher). In contrast, Vocabulary shows greater dispersion, with 34.3% in the Below to Far Below categories. The Overall Ability mean (≈105.67) is slightly above the international benchmark, yet substantial intra-individual differences are evident, including cases of high mathematical ability alongside lower verbal performance. These results demonstrate that cognitive profiles are multidimensional and that a single ability label constitutes a scientific fallacy. MidYIS should therefore function as a reflective tool for differentiated learning rather than a predictive or labelling instrument, supporting educational practices grounded in assessment for learning and respect for human dignity.
Student Feedback as a Mediator of Ease and Motivation in Math Playground Game Learning on the Learning Success of Elementary School Students Masraria; Pajarianto, Hadi; Masnur; Ching Yang, Chen
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19625

Abstract

This study aims to examine how perceived ease of use and motivation to use the Math Playground learning game influence student feedback and learning success among elementary school students in Indonesia. A quantitative survey approach was employed, involving 160 students selected through convenience sampling, all of whom had prior experience using the game in mathematics learning activities. Data were analyzed using covariance-based Structural Equation Modeling (CB-SEM) with AMOS to test direct and indirect relationships among variables and to examine the structural mechanisms within the proposed research framework. The results indicate that perceived ease of use does not have a significant direct effect on learning success; however, it positively and significantly influences student feedback. In contrast, motivation to use the learning game has a positive and significant effect on both student feedback and learning success. Furthermore, student feedback significantly affects learning success and partially mediates the relationship between motivation and learning success. These findings suggest that while system usability enhances students’ comfort and responsiveness, psychological factors, particularly motivation, play a more decisive role in improving academic outcomes. The study highlights the importance of fostering students’ learning motivation when integrating digital games into classroom instruction. Additionally, educational technology developers should prioritize motivational design elements and meaningful feedback systems rather than focusing solely on technical simplicity. Overall, this research contributes empirical evidence to the game-based learning literature by clarifying the mediating role of student feedback within elementary education in the Indonesian context.
Pengembangan E-Modul Agrofisika Untuk Mendukung Pertanian Industrial Berkelanjutan Anggraeni, Firdha Kusuma Ayu; Prihandono, Trapsilo; Sudarti, Sudarti; Harijanto, Alex; Arimurti, Dyah Arum; Baihaqi, Habibah Khusna; Kariimah, Niswatul; Fadilah, Tyas Nisa
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19626

Abstract

This study aims to develop an Agrophysics e-module using the Articulate Storyline application and to evaluate its validity and feasibility as a teaching material to support sustainable industrial agriculture. A research and development method based on the 4D model was employed, encompassing the define, design, and develop stages. The research instruments included material and media expert validation sheets as well as user response questionnaires. Validation was conducted by three experts, and user trial responses were collected from 28 students. The data were analyzed using descriptive statistical techniques. The results of the material expert validation yielded an average score of 3.63, categorized as highly feasible, while media validation produced an average score of 3.33, also classified as highly feasible. Preliminary trial results indicated user responses with an average score of 3.70, falling within the highly feasible category. Consequently, the Agrophysics e-module was deemed feasible for use as a teaching material. The module was designed to integrate recent developments in the application of physics concepts in agriculture. Therefore, the developed e-module contributes to multidisciplinary physics learning within the context of supporting sustainable industrial agriculture.
Mapping the Intellectual Landscape of Character Education Research: A Systematic Literature Review of Trends, Themes, and Collaboration Networks Irawan, Hendri; Sundawa, Dadang; Mustofa, Imam; Wijayanti, Tutik; Istianah, Anif
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19628

Abstract

This study aims to maps the intellectual landscape of character education research through a bibliometric-based Systematic Literature Review (SLR), focusing on the relationship between character education and civic education in the school context. Data were obtained from the Scopus database, where 522 documents were identified, limited to English-language journal articles published between 2016 and 2026. Bibliometric analysis was conducted using VOSviewer to identify publication trends, author contributions, affiliations, countries, and keyword co-occurrence patterns. The findings indicate a significant increase in publications on character education, with character education and civic education emerging as strongly interconnected central themes. The thematic mapping reveals several major clusters, including virtue ethics and moral values approaches, democratic civic education, curriculum and learners, methodological approaches based on human experiences, as well as pedagogical innovations such as project-based learning, empathy, and digital literacy. These findings indicate a shift in character education research from a normative approach toward a more integrative, contextual, and practice-oriented perspective. This study contributes theoretically by clarifying the intellectual landscape of character education research and this study supports policies promoting integrated character–civic curricula, whole-school approaches, innovative pedagogy, teacher professional development, and holistic assessment aligned with 21st-century educational challenges.
Transforming Economics Learning in the AI Era: An Analysis of Senior High School Students’ Acceptance of Artificial Intelligence through the UTAUT Framework Sari, Dina Mahardika; Kurniawan, Riza Yonisa
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19636

Abstract

This study aims to analyze the factors that influence students’ acceptance of AI use in Economics learning by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This research employed an explanatory quantitative method with Total sampling, involving 170 students from SMA Negeri 3 Nganjuk, Nganjuk Regency, as respondents. The research instrument consisted of a five-point Likert scale questionnaire measuring six main UTAUT constructs. Data were analyzed using Partial Least Squares – Structural Equation Modeling (PLS-SEM). The findings indicate that Social Influence is the most dominant variable with a significant effect on Behavioral Intention (β = 0.300; p = 0.001), while Performance Expectancy and Effort Expectancy did not show significant effects. Additionally, Facilitating Conditions and Behavioral Intention significantly affect Use Behavior. These results show that the UTAUT model is relevant for explaining AI technology acceptance in Economics learning. The study concludes that Social Influence, Facilitating Conditions, and prior Experience are the dominant determinants of AI acceptance in this context, while Performance Expectancy (β = 0.117; p = 0.204) and Effort Expectancy (β = 0.179; p = 0.053) did not reach statistical significance, findings consistent with Table 6. These results underscore the necessity for educational institutions to prioritize adequate digital infrastructure, foster supportive social environments, and provide progressive exposure to AI technologies to enhance successful implementation in Economics education.
Unveiling the Role of Risk-Taking Ability in Mediating the Influence of Entrepreneurship Education, Digital Financial Literacy, and Financial Self-Efficacy on Students’ Courage to Start a Business Sutrisno; Solihati, Garin Pratiwi; Syamsuri; Pramono, Susatyo Adhi; Jayanto, Imam; Shafiq, Muhammad Aqib
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19701

Abstract

This study aims to analyze the effects of Entrepreneurship Education, Digital Financial Literacy, and Financial Self-Efficacy on Students’ Courage to Start a Business, with Risk-Taking Ability as a mediating variable. A quantitative approach with a survey design was employed, with 100 university students in Banyumas Regency selected via purposive sampling. Data were collected through a structured online questionnaire and analyzed using SEM-PLS with a bootstrapping procedure. The results indicate that Entrepreneurship Education, Digital Financial Literacy, and Financial Self-Efficacy have positive and significant effects on Risk-Taking Ability. Furthermore, Risk-Taking Ability has a positive and significant effect on Students’ Courage to Start a Business. In addition, Risk-Taking Ability is proven to positively and significantly mediate the effects of the three independent variables on students’ entrepreneurial courage. These findings suggest that students’ entrepreneurial courage is largely determined by their ability to assess risks and opportunities and to make decisions under uncertainty. This study contributes theoretically by uniquely integrating financial aspects and psychological aspects within a single framework grounded in the Theory of Planned Behavior, Social Cognitive Theory, and Behavioral Finance Theory. By linking students’ digital financial capability with their risk-taking ability, the model explains how financial knowledge strengthens psychological readiness in entrepreneurial decision-making. The findings also provide practical implications for higher education institutions and policymakers in designing entrepreneurship programs that simultaneously develop digital financial competence and risk-taking capacity.

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