Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
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
Articles
38 Documents
Search results for
, issue
"vol. 12 no. 1 (2026): march"
:
38 Documents
clear
<![CDATA[Leadership for Innovation in Digital Teaching: A Meta-Analysis Review of Principals’ Influence on Teachers’ Innovative Work Behavior ]]>
<![CDATA[Umalihayati]]>;
<![CDATA[Fajari, Laksmi Evasufi Widi]]>;
<![CDATA[Mutoharoh]]>;
<![CDATA[Nuryati]]>;
<![CDATA[Ma'arif, Minhatul]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.19714
<![CDATA[This study aims to examine the overall effect of principals’ leadership on teachers’ innovative work behavior, compare the relative strength of different leadership styles, and assess heterogeneity and potential publication bias within the post-2015 digital education context. A meta-analysis of 26 quantitative studies (k = 26) indexed in Scopus between 2015 and 2025 was conducted using a random-effects model. The inclusion criteria were: (1) empirical quantitative studies; (2) examination of the relationship between principals’ leadership and teachers’ innovative work behavior; (3) provision of statistical data convertible into effect sizes; and (4) publication in Scopus-indexed journals. Statistical indicators (r, t, and F values) were converted into standardized effect sizes and analyzed using JASP to estimate pooled effects, heterogeneity indices, and publication bias statistics. The results indicate that (1) there is a very high level of heterogeneity across studies (I² > 98%); (2) all leadership styles demonstrate a positive and significant effect on teachers’ innovative work behavior (p < 0.001), with visionary leadership showing the largest effect size relative to participative, transformational, and ethical leadership styles (r = 0.641); and (3) publication bias tests using the Egger test and Fail-safe N reveal no significant indication of publication bias. These findings indicate that principals’ leadership is a significant factor in promoting teachers’ innovative work behavior in technology-mediated learning environments; however, the magnitude of its impact varies substantially across contextual conditions.]]>
<![CDATA[Evaluation of the Implementation of the Christian Religious Education Curriculum Using the CIPP Model: Alignment with the Indonesian Qualifications Framework and Outcome-Based Education ]]>
<![CDATA[Dau, Mersi Prastika]]>;
<![CDATA[Haryono]]>;
<![CDATA[Kasiati, Rima Indah]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.19752
<![CDATA[This study aims to evaluate the implementation of the Christian Religious Education Study Program curriculum, based on the Indonesian Qualifications Framework (IQF) and an Outcome-Based Education (OBE) approach, at STAK Terpadu PESAT Salatiga using the CIPP (Context, Input, Process, Product) evaluation model. The study employed a quantitative evaluative approach involving 13 lecturers and 86 students as respondents. Data were collected using a closed-ended Likert-scale questionnaire that had undergone validity and reliability testing and were analyzed using descriptive and inferential statistics through Welch’s t-test. The results showed that all CIPP components were categorized as good. The context and input aspects reflected adequate planning and resource availability. However, the process and product components were identified as suboptimal due to insufficient alignment between semester learning plans, active learning strategies, authentic assessment practices, and graduate learning outcomes, and evidence of competency attainment did not demonstrate strong performance outcomes. Inferential analysis showed that there were no significant differences in perceptions between lecturers and students regarding the process (p = 0.602) and product (p = 0.980), with very small effect sizes. These findings indicate perceptual convergence between lecturers and students while highlighting the need to enhance the quality of Outcome-Based Learning and Teaching (OBLT) and Outcome-Based Assessment and Evaluation (OBAE) practices. The findings imply that curriculum development within the Christian Religious Education Study Program should prioritize authentic assessment, strengthen lecturers’ pedagogical competencies, and systematically integrate cognitive, affective, and spiritual dimensions within a holistic and sustainable Outcome-Based Education (OBE) framework.]]>
<![CDATA[Higher-Order Organizational Commitment Instrument Integrating Spiritual and Islamic Educational Values: Development and CVA-Based Analysis ]]>
<![CDATA[Amaliyah]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.19763
<![CDATA[This study aims to develop and validate a higher-order organizational commitment instrument integrating spiritual dimensions and Islamic educational values, grounded in the three-dimensional model proposed by John P. Meyer and Natalie J. Allen (Affective, Continuance, and Normative Commitment), with the addition of a spiritual-value dimension reflecting Islamic educational principles. A quantitative research design was employed involving 100 lecturers at Universitas Pamulang selected through simple random sampling. The initial instrument consisted of 24 items proportionally distributed across three dimensions, with a balanced composition of favorable and unfavorable statements. Data were analyzed using Second-Order Confirmatory Factor Analysis (CFA) with SmartPLS 4, alongside Content Validity Analysis (CVA) to ensure item relevance and representativeness. The findings indicate that the higher-order construct demonstrated satisfactory convergent validity, with factor loadings exceeding 0.50 and Average Variance Extracted (AVE) values above 0.50 across dimensions. Affective Commitment demonstrated the strongest contribution to the higher-order construct, followed by Continuance Commitment and Normative Commitment. Reliability analysis confirmed strong internal consistency, with Cronbach’s alpha and Composite Reliability exceeding recommended thresholds. The developed instrument is empirically valid and reliable for assessing organizational commitment among lecturers in value-based higher education settings and contributes to the advancement of psychometric measurement by integrating organizational theory with spiritual and Islamic educational values.]]>
<![CDATA[Inovasi Kurikulum Kebidanan Berbasis Kecerdasan Emosional: Tinjauan Skoping ]]>
<![CDATA[Hafitasari, Nurisna Ummu]]>;
<![CDATA[Susanti, Ari Indra]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.16385
<![CDATA[This study aims to analyze the relationship between emotional intelligence (EI) and midwifery service quality and its implications for higher education curricula. A scoping review method was conducted using the Arksey and O'Malley framework and aligned with PRISMA-ScR guidelines. Articles were retrieved from four databases (Scopus, PubMed, ScienceDirect, and Google Scholar) and limited to publications between 2020 and 2025. The data were analyzed using qualitative thematic analysis. The findings consistently demonstrate that EI is positively associated with academic achievement, clinical performance, decision-making, and quality of care, and in several studies functions as a predictor of professional outcomes. Educational strategies such as simulation-based learning, scenario-based approaches, and structured reflective practice were reported to enhance self-awareness, emotional regulation, and professional confidence. The evidence suggests that EI is most effective when integrated longitudinally and embedded within clinical education rather than delivered solely as a stand-alone subject. Systematic integration of EI within midwifery curricula represents a strategic pathway to strengthening professional competence, patient safety, and maternal-neonatal care quality.]]>
<![CDATA[Pengaruh Ekoliterasi dan Literasi Spasial Terhadap Kemampuan Pemecahan Masalah Lingkungan Siswa ]]>
<![CDATA[Sari, Novi Aulia]]>;
<![CDATA[Hadi, Bambang Syaeful]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.18636
<![CDATA[This study aims to analyze the levels of ecoliteracy, spatial literacy, and environmental problem-solving ability among high school students in Medan City, as well as to examine the influence of ecoliteracy and spatial literacy on students’ environmental problem-solving abilities. This research employed a correlational design using a survey approach. The participants consisted of 343 high school students in Medan City, selected through proportional random sampling. The research instruments included tests and questionnaires. The ecoliteracy test instrument for the environmental knowledge dimension and the spatial literacy test were scored dichotomously, while the ecoliteracy questionnaire measuring environmental care attitudes and environmental problem-solving ability was assessed using a Likert scale. Data were analyzed using SEM-PLS analysis with SmartPLS 3 software. The results showed that: (1) ecoliteracy had a significant effect on students’ environmental problem-solving ability, as indicated by a t-statistic value of 11.378 and a p-value of 0.000; (2) spatial literacy also had a significant effect on environmental problem-solving ability, with a t-statistic value of 9.093 and a p-value of 0.000; and (3) ecoliteracy and spatial literacy jointly contributed 56.4% to students’ environmental problem-solving ability, which is categorized as moderate. This study provides empirical evidence that ecoliteracy and spatial literacy are two complementary constructs in shaping students' environmental problem-solving abilities. Through the integration of these competencies and the use of geospatial technology, students can develop evidence-based and contextual solutions, enabling them to become a generation that is responsive to real-world environmental challenges such as climate change and other complex environmental issues.]]>
<![CDATA[Development of Local Wisdom–Based Digital Educational Games of the Sasak Tribe to Enhance Second-Grade Students’ Reading Skills ]]>
<![CDATA[Nabilah, Muna Iffat]]>;
<![CDATA[Asrin]]>;
<![CDATA[Musaddat, Syaiful]]>;
<![CDATA[Burhanuddin]]>;
<![CDATA[Fahruddin]]>;
<![CDATA[Paniran]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.19186
<![CDATA[This study aims to develop a digital educational reading game based on the local wisdom of the Sasak tribe to improve the reading skills of second-grade elementary school students. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research instruments included validation questionnaires for media and material experts, teacher and student response questionnaires, and an early reading skills test. Data were analyzed using descriptive statistical techniques to determine feasibility and practicality percentages, while effectiveness was measured using the Normalized Gain (N-Gain) formula to assess the improvement between pre-test and post-test scores. The results showed that the developed game was highly feasible, with a percentage of 97.8% from two media experts and 95% from two material experts. The game was also categorized as highly practical, with teacher response percentages of 98.6% and student response percentages of 95.7% and 97.8%. Furthermore, the N-Gain analysis indicated that the game was effective in improving students’ early reading skills in two schools, achieving 74.15% (moderately effective) at SDN 1 Buwun Mas and 76.37% (effective) at SDN 4 Buwun Mas. Therefore, the developed digital educational game is considered feasible, practical, and effective for second-grade reading instruction. The findings contribute theoretically to the literature on Game-Based Learning and Place-Based Education and provide practical implications for the design of culturally responsive instructional media.]]>
<![CDATA[An Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM): Evidence from Teachers’ and Students’ Perspectives ]]>
<![CDATA[Aba, Maria Martini]]>;
<![CDATA[Baiduri]]>;
<![CDATA[Inganah, Siti]]>;
<![CDATA[Wula, Zainur]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.19688
<![CDATA[This study aims to develop an Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM) based on the perspectives of secondary school teachers and students in Kupang City, Indonesia. A mixed-methods sequential exploratory design was employed, involving 211 students and 32 mathematics teachers. Quantitative data were collected through Likert-scale questionnaires to measure levels of mathematical well-being and mathematics anxiety, while qualitative data explored pedagogical practices and classroom environments that support students’ well-being. Quantitative data were analyzed using descriptive statistics to describe the level of each variable, instrument validity and reliability tests (through item-total correlation and Cronbach’s Alpha), and Pearson correlation analysis. Meanwhile, qualitative data were analyzed using thematic analysis techniques through the processes of data reduction, coding, categorization, and conclusion drawing. The findings indicate that students’ mathematical well-being was at a moderate to high level, whereas mathematics anxiety was at a moderate level. Correlation analysis revealed a significant negative relationship between mathematical well-being and mathematics anxiety (r = −0.236, p < 0.05). Qualitative results highlight autonomy-supportive teaching, competence development, and social relatedness as key protective factors against mathematics anxiety. By synthesizing Self-Determination Theory and Control-Value Theory, the proposed I-WARM model provides a conceptual roadmap for educators to foster resilient learning environments. These findings suggest that reducing anxiety requires a shift from deficit-based interventions to well-being-centered pedagogical strategies.]]>
<![CDATA[Pengaruh Efektivitas Komunitas Pembelajaran dan Penggunaan Platform Pendidikan terhadap Kompetensi Pedagogis Guru Sekolah Dasar ]]>
<![CDATA[Apremedian]]>;
<![CDATA[Supandi]]>;
<![CDATA[Nurkolis]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.19726
<![CDATA[This study aims to analyze the effect of learning community effectiveness and the use of the Rumah Pendidikan Platform on the pedagogical competence of public elementary school teachers in Tanggungharjo District, Indonesia. A quantitative survey approach was employed, involving 137 teachers selected through proportional random sampling. Data were collected using questionnaires that had undergone validity and reliability testing and were analyzed using simple and multiple linear regression with SPSS 27. The results indicate that learning community effectiveness has a positive and significant effect on teachers’ pedagogical competence (r = 0.820; R² = 0.703), explaining 70.3% of the variance. The use of the Rumah Pendidikan Platform also demonstrates a positive and significant effect (r = 0.684; R² = 0.469), accounting for 46.9% of the variance. Simultaneously, learning community effectiveness and platform utilization significantly influence pedagogical competence (R = 0.852; R² = 0.725). These findings highlight the importance of strengthening learning communities and optimizing digital education platforms to enhance teachers’ pedagogical competence. The study recommends that education authorities prioritize integrated digital training initiatives within teacher working groups to ensure sustainable improvement in pedagogical competence.]]>
<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN STEAM PROJECT BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN ARGUMENTASI MATEMATIS SISWA ]]>
<![CDATA[Marlina, Emas]]>;
<![CDATA[Andiani, Dini]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.19728
<![CDATA[This study aims to develop a valid, practical, and effective STEAM Project-Based Learning (PjBL) instructional device to improve junior high school students’ critical thinking and mathematical argumentation skills. The study employed a Research and Development (R&D) method using the Dick and Carey instructional design model, which consists of nine systematic stages. The participants were eighth-grade students in Bandung Regency. The instruments included expert validation sheets to assess validity, teacher and student response questionnaires to evaluate practicality, and pre-test and post-test instruments to measure effectiveness. The product was validated by two experts in media and subject matter. Practicality was determined based on teacher and student responses, while effectiveness was measured using the N-gain score. The results indicated that the developed instructional device was highly valid and feasible for implementation. The material expert validation achieved an average score of 96.48%, and the media expert validation reached 95.25%, both categorized as very high. The practicality test showed very positive responses, with teacher responses averaging 95% and student responses 93%. Furthermore, the effectiveness test demonstrated high N-gain scores of 0.75 for mathematical critical thinking and 0.77 for mathematical argumentation skills, indicating significant improvement in both competencies.]]>
<![CDATA[Documenting Nature, Constructing Meaning: A Qualitative Case Study of Inquiry-Based Science Learning Integrated with Video-Based Environmental Observation to Foster Critical Thinking in Elementary Education ]]>
<![CDATA[Kalengkongan, Jeane]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jk.v12i1.19760
<![CDATA[This study aims to explore how inquiry-based elementary science learning integrated with video-based environmental observation supports the development of students’ critical thinking. A qualitative case study design was employed involving fifth-grade students at a public elementary school located in the Lake Tondano area of North Sulawesi, Indonesia. The learning intervention was structured as a project in which students documented lake ecosystem observations through short videos and presented their findings during classroom discussions. Data were collected from student-produced videos, classroom observations, group interviews with students, teacher interviews, and researchers’ field notes. The data were analyzed using an inductive thematic approach to identify patterns of critical thinking and students’ processes of scientific meaning-making. The findings reveal that inquiry-based video projects enabled students to develop a more concrete and contextual understanding of ecosystems through direct observation, interpretation of local environmental conditions, and construction of causal explanations grounded in visual evidence. Moreover, video documentation and collaborative discussion fostered inquiry-oriented questioning, metacognitive reflection, and awareness of environmental responsibility. These results indicate that integrating inquiry-based learning, local environmental contexts, and simple video production serves as an effective pedagogical approach for fostering elementary students’ critical thinking and contextual scientific literacy.]]>
