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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 1,054 Documents
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Creating an E-Module on Environmental Pollution Based on Tegal Deso–Okol Local Wisdom: Can It Enhance Students’ Creative Thinking Skills? Firnanda, Diah Dwi; Asri, Mahanani Tri; Faizah, Ulfi; Rakhmawati, Ismi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.18177

Abstract

This study aims to develop a valid, practical, and effective learning e-module based on the local wisdom of Gresik (Tegal Deso–Okol) for environmental pollution content to enhance students’ creative thinking skills. The research employed a Research and Development (R&D) method integrating the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with a project-based learning (PjBL) framework. Sixty students from a senior high school in Gresik tested the e-module. Evaluation instruments included validation sheets, student questionnaires, performance rubrics, and learning outcome tests. The validation sheets assessed the feasibility of the e-module, the questionnaires measured practicality, and the performance rubrics evaluated project implementation and presentation. Data were analyzed using descriptive statistics, supported by qualitative feedback to refine the final product. The e-module demonstrated high reliability (92.70) and strong validity (3.77). Its practicality reached 91.67% in Class A and 95.83% in Class B. Students’ creative thinking skills improved substantially, with mean scores increasing from 43.23 to 86.97 in Class A and from 50.47 to 90.01 in Class B. The student response rate (97.5%) and the N-gain score (0.80) also indicate high effectiveness. Overall, integrating cultural values into learning activities through this local-wisdom-based e-module effectively supports the development of students’ creative thinking skills.
Examining The Effects of Task Complexity and Task Difficulty on Students’ Knowledge Retention: A Cognitive Load Theory Perspective Yulianto, Arief; Pramono, Suwito Eko; Wijaya, Angga Pandu; Lestari, Slamet; Putit, Lennora
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.18326

Abstract

This study aims to analyze the effect of task complexity and task difficulty on knowledge retention through cognitive load. Previous studies have been largely outcome-oriented, focusing on student performance without examining long-term knowledge, thus leaving a gap for research that specifically elaborates on knowledge retention. A quantitative approach with a cross-sectional research design was employed. Using the Slovin formula with a 5% margin of error, the study involved 246 undergraduate students majoring in financial management from public universities located in Semarang, Surakarta, and Purwokerto, selected through purposive sampling. Data were analyzed using the variance-based structural equation modeling (VB-SEM) approach. The results reveal that cognitive load has a negative and significant effect on knowledge retention (β = -0.492, t = 4.167, p = 0.000). Task complexity shows a positive and significant effect on cognitive load (β = 0.300, t = 4.326, p = 0.000), but its direct effect on knowledge retention is not significant. Similarly, task difficulty has a positive and significant effect on cognitive load (β = 0.341, t = 4.628, p = 0.000), yet it does not directly affect knowledge retention. The findings indicate that both task complexity and task difficulty have negative and significant indirect effects on knowledge retention through cognitive load. These results demonstrate the importance of proportional instructional design, particularly the segmentation of complex content into smaller units to manage cognitive load. The use of educational technology is recommended to design tasks and instructional materials that align with students’ cognitive capacities, thereby enhancing knowledge retention.
Teacher Engagement as a Multidimensional Construct: Insights From a Measurement Model Analysis Hidayati, Nurkhairo; Armayati, Leni; Kalsum, Ummi; Putri, Iffa Ichwani
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.18434

Abstract

This study aims to evaluate teacher engagement as a multidimensional, reflective construct comprising four dimensions: academic support, emotional support, guidance support, and assessment support. This study employed a quantitative approach with a survey design using cluster sampling across four public senior high schools. A total of 1.359 eleventh-grade students from four public senior high schools in Pekanbaru participated by completing a 24-item questionnaire, which was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). This study used a reflective–reflective hierarchical component model, in which both the first-order dimensions and the second-order teacher engagement construct were specified as reflective. The results indicate that all indicators exhibited outer loading values above 0.70, and each dimension met the criteria for internal reliability and convergent validity, with an average variance extracted (AVE) of 0.573–0.639. Discriminant validity was also established based on the Fornell–Larcker criterion and the HTMT ratio. At the higher-order level, teacher engagement demonstrated excellent reliability, despite the AVE value being below the conventional threshold, a common outcome in reflective hierarchical models. All four dimensions contributed significantly to the higher-order construct, with emotional support emerging as the dominant component. These findings highlight that teacher engagement in the Indonesian context is perceived as a multidimensional phenomenon strongly shaped by teachers’ emotional and instructional support. The measurement model developed in this study provides a solid foundation for future research and the development of interventions to enhance teaching quality in schools.
The Entrepreneurial Social Cognitive Career Model (ESCCM) Framework in Action: Unpacking Sequential Mediation and Cultural Moderation in Entrepreneurship Education's Impact on Career Choices Prasetya, Eka Rima; Abdullah, Ade Gafar; Widiaty, Isma
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.18448

Abstract

This study examines how entrepreneurial learning experiences influence students’ career intentions and entrepreneurial actions through psychosocial mediators—self-efficacy, outcome expectations, and interest—and tests whether background contextual support moderates these relationships within the framework of the Entrepreneurial Social Cognitive Career Model (ESCCM). The study employed a quantitative approach with random sampling, involving 1,249 students from 16 universities in Indonesia. Data were collected online over a 10-week period using a structured questionnaire developed based on ESCCM indicators. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate a significant serial mediation effect explaining how Entrepreneurial Learning Experiences (ELE) influence Entrepreneurial Choice Action (ECA), with a cumulative indirect effect of 0.166 across two major mediation pathways. Entrepreneurial Self-Efficacy (ESE) emerged as the strongest mediator, jointly accounting for 65.2% of the variance in ECA. These results emphasize the importance of systematically supporting the development of self-efficacy, outcome expectations, intentions, and goal orientation in entrepreneurship education. The study offers practical implications for designing adaptive entrepreneurship education programs and provides empirical support for the ESCCM framework, which posits that entrepreneurship education shapes career choices through a complex sequence of psychosocial mediators.
Development of an Augmented Reality–Based Digital Simulation Game to Enhance Students’ Empathic Character Naini, Rohmatus; Rosada, Ulfa Danni; Rohmadheny, Prima Suci; Herdiansyah, Diki; Aditiono, Wahid; Aulia, Shazwina Syifa
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.18552

Abstract

This study aims to analyze students’ levels of empathy and develop as well as evaluate the effectiveness of an Augmented Reality (AR)–integrated digital simulation game as a group guidance medium to enhance empathic character. The research employed a Research and Development (R&D) methodsing the ADDIE model, followed by an effectiveness test through a quasi-experimental design. A total of 208 students were initially screened, and 16 students with moderate empathy levels were selected and assigned equally to an experimental group and a control group. The empathy scale measured two key dimensions: cognitive empathy and emotional empathy. Data were analyzed using descriptive statistics and ANOVA to assess empathy scores, while expert and practitioner evaluations were examined using the Intraclass Correlation Coefficient (ICC) to determine the validity and consistency of the developed media. Descriptive findings showed an overall mean empathy score of 3.62 (SD = .55), with emotional empathy (M = 3.66) slightly higher than cognitive empathy (M = 3.58). The ANOVA test demonstrated a significant improvement in empathy after the intervention (F = 34.65; p = .000). These results indicate that the AR-based digital simulation game is effective in enhancing students’ empathy. The use of AR-integrated digital media in counseling services is recommended as an innovative approach to foster emotional understanding, social awareness, and empathic behavior among students.
Transforming Primary Science Learning with AI-Based Interactive Multimedia: Impacts on Critical Thinking Skills in Primary Education Sari, Yunita; Jupriyanto, Jupriyanto; Ismiyanti, Yulina; Amelia, Winda
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.17759

Abstract

This study aims to develop AI-based interactive multimedia and evaluate its feasibility and effectiveness in enhancing the critical thinking skills of elementary school students. The research employed a Research and Development (R&D) method using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation phases. The participants were 52 elementary school students. The instruments used in this study included expert validation questionnaires, user response questionnaires, and critical thinking test sheets. Data were analyzed through expert validation analysis, teacher and student practicality response analysis, and critical thinking test analysis of students in the experimental and control groups using the t-test and N-Gain test. The expert validation results showed average scores of 93.7% from material experts, 94.8% from media experts, and 95% from linguists, all categorized as “very valid,” indicating that the AI-based interactive multimedia is highly appropriate for use. The effectiveness test, conducted by comparing pretest and posttest results of 26 control-class students and 26 experimental-class students, revealed that the control class obtained an average pretest score of 58.85 and a posttest score of 75.00, whereas the experimental class obtained 60.05 and 86.08, respectively. The t-test yielded a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference in students’ critical thinking abilities between the experimental and control classes. The N-Gain score of 65 indicated a moderately effective category. In conclusion, the AI-based interactive multimedia developed for science learning content is feasible and effective in improving elementary students’ critical thinking skills.
Implementing Deep Learning Approaches in Non-Formal Equivalency Education: Strategies and Pedagogical Implications Estherlita, Tiffany; Ansori, Ansori
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.v12i1.17040

Abstract

This study aims to explore strategies for implementing deep learning approaches in non-formal equivalency education and to analyze their pedagogical implications for teaching practices. It addresses the limited use of contextual and holistic learning approaches in equivalency education, which often fail to adequately respond to the diverse learning needs and practical life contexts of learners. A descriptive qualitative method with an exploratory design was employed, involving data collection through in-depth interviews, participatory observation, and document analysis. The participants consisted of 20 individuals, including 5 tutors, 3 PKBM administrators, and 12 Paket C learners, selected through purposive sampling. Thematic analysis was applied to examine how the four components of deep learning—graduate profile dimensions, learning principles, learning experiences, and instructional frameworks—were integrated into practice. The findings indicate that deep learning strategies were operationalized through community-based and vocationally oriented projects aligned with learners’ economic realities, fostering entrepreneurial skills, critical thinking, collaboration, and economic self-reliance consistent with the empowerment orientation of Community Learning Centers (PKBM). Tutors employed participatory and andragogical approaches supported by flexible learning environments and digital technologies. The study concludes that deep learning has the potential to transform equivalency education into a more humanistic and empowering process, better preparing learners to address 21st-century challenges. It recommends strengthening tutor capacity, developing contextual materials, and enhancing community partnerships to ensure sustainable implementation.
Development of a HOTS-Based Ethnomathematics Module of the Sasambo Tribe on Spatial Geometry for Elementary School Students Istiningsih, Siti; Dewi, Nurul Kemala; Erfan, Muhammad; Wulandari, Riska; Herlina
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.v12i1.17112

Abstract

This study aims to develop a valid and practical HOTS-based ethnomathematics module rooted in the cultural context of the Sasambo Tribe to enhance elementary school students' understanding of spatial geometry. The module demonstrates how cultural contexts can make abstract mathematical concepts more concrete and engaging, providing a model for integrating local wisdom into the national curriculum. The study employed a Research and Development (R&D) method using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Quantitative data were analyzed using descriptive statistical techniques, with percentage scores calculated for each instrument. Qualitative data in the form of suggestions and comments from validators, students, and teachers were analyzed thematically to inform revisions at each stage. The validity test results indicated media validation at 92.4% and material validation at 94%, both categorized as highly valid. In the practicality test, the module achieved 92% in the small-group trial and 96.2% in the large-group trial based on student assessments, while teachers’ evaluations reached 100%, indicating a highly practical classification. The findings revealed that integrating Sasambo ethnomathematics with a HOTS approach increased student engagement in learning. The study concludes that the developed module meets the criteria of high validity and practicality and is suitable for use as an alternative teaching material in elementary mathematics instruction. Its structured design facilitates straightforward implementation by teachers, enhancing cultural relevance and fostering critical thinking skills in the classroom.
Developing Peer Learning-Based Communication Simulation E-Modules to Enhance Soft Skills in Office Management Vocational Education Kusumaningrum, Selvy; Oktarina, Nina; Kuswantoro, Agung
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.v12i1.17746

Abstract

This study aims to develop an interactive e-module integrated with peer learning and workplace communication simulations to enhance students’ communication skills. The research employed a Research and Development (R&D) method using the 4D model—Define, Design, Develop, and Disseminate. The product was validated by two subject matter experts and one media expert, and its effectiveness was tested through limited trials and expanded trials involving 60 students using pretest and posttest scores. Data were analyzed using quantitative and descriptive qualitative techniques. Qualitative data in the form of suggestions and feedback from validators were used to improve the e-module. Meanwhile, quantitative data were obtained from validation scores, teacher assessments, and student test results, which were analyzed to measure the feasibility and effectiveness of the product. The e-module received a validity score of 96% from content experts and 100% from the media expert, indicating high feasibility. Effectiveness trials showed a significant improvement in students’ learning outcomes, with an average N-Gain of 0.751 in the limited trial and 0.791 in the expanded trial. Practical communication skills, including oral communication and workplace communication ethics, improved substantially, with simulation performance scores averaging 90.667 and 90.800 in two different classes. These results confirm the effectiveness of the interactive e-module in supporting the teaching of workplace communication and enhancing students’ real-world communication competencies. Students’ negotiation and persuasion skills showed the most significant improvement among the communication aspects assessed. Therefore, the developed module is suitable for use as a digital learning tool in vocational Office Management programs.
Personalization of Adaptive Learning Modules: Differential Impact Analysis Based on Students' Prior Knowledge Profiles and Self-Regulated Learning Levels Aji, Sudi Dul; Ain, Nurul; Zaini, Akhmad; Pratiwi, Hestiningtyas Yuli; Gunawan, Kadek Dwi Hendratma; Nisa’, Salsabila Kholifahtun; Hudha, Muhammad Nur
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.v12i1.17755

Abstract

This study aims to identify student learner profiles based on a combination of prior knowledge and Self-Regulated Learning (SRL) levels and to analyze the differential impact of an adaptive learning module on knowledge and SRL improvement in each profile. Using a mixed-methods explanatory sequential design, 92 undergraduate physics education students were selected through purposive sampling. K-Means cluster analysis was applied to form learner profiles, followed by a six-week pre–post intervention and qualitative interviews. The results identified three learner profiles (Proficient-Autonomous Learner, Resilient-Developing Learner, and Proficient-Fragile Achiever). The result showed that the adaptive module significantly improved Results showed significant knowledge gains across profiles, while SRL improvements differed significantly. The Proficient–Fragile Achiever group demonstrated the largest SRL gain (p < .001; large effect size, d > 0.80), associated with more frequent scaffolding support. In conclusion, the effectiveness of adaptive modules is highly dependent on learner profiles, with the most significant benefits in their ability to provide external support for building self-regulation skills. These findings imply that learning technology design should incorporate SRL as a key variable for personalization, and institutions can utilize these platforms as intervention tools for students with weak learning independence.

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