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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 1,096 Documents
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Exploring the Pedagogical Process of Contrabass Learning through Édouard Nanny’s Études: A Qualitative Case Study of Technical and Musical Skill Development in Higher Education Putri, Windi Yuliansari; Sukanta; Gunara, Sandi
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.v12i1.19836

Abstract

This study aims to describe the pedagogical process of contrabass instruction in the Music Education program through the use of Édouard Nanny’s études and to analyze the development of students’ technical and musical skills following the instructional process. The research employed a qualitative approach using a case study method. The participants were students from the Music Education program at Universitas Pendidikan Indonesia (UPI), selected through purposive sampling. Data were collected through participant observation, in-depth interviews with students and lecturers, and document analysis, including sheet music and learning notes. The data were analyzed using the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing and verification. The findings indicate that Édouard Nanny’s études effectively enhance students’ fundamental contrabass techniques, particularly in bowing, fingering, and shifting. In addition, these études contribute to the development of students’ musical abilities, including dynamics, articulation, and phrasing. Students reported feeling both challenged and motivated to practice consistently due to the progressive structure of the études. Overall, the results suggest that Édouard Nanny’s method can serve as an effective pedagogical approach for contrabass instruction in higher education. The études not only support the mastery of fundamental techniques but also promote the development of more advanced musical skills. Future research may explore how Édouard Nanny’s études can be pedagogically adapted within Indonesian higher music education, particularly in response to existing instructional and curricular challenges.
Inovasi pertunjukan Tunggul Kawung sebagai media pembelajaran seni budaya di Kampung Seni Edas Deyananda, Arnetha; Masunah, Juju; Karwati, Uus
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.v12i1.19838

Abstract

This study aims to analyze the innovation process in the performance packaging of Tunggul Kawung as a community-based arts and culture learning medium at Kampung Seni EDAS. The research employed a qualitative approach using Participatory Action Research (PAR), conducted through two action cycles involving three art practitioners and 15 adolescents aged 13–19. In addition, approximately 50 workshop participants were involved as part of the participatory evaluation process. The research instruments included participatory observation, semi-structured interviews, audio-visual documentation, and a Likert-scale survey. The data were analyzed using Miles and Huberman’s interactive analysis model, which consists of data reduction, data display, and cyclical conclusion drawing. The findings indicate that the innovation was integrated into three main aspects: ergonomic and symbolic instrument design, adaptive musical development aligned with contemporary dynamics, and high-mobility choreography that supports kinesthetic learning. These innovations created a more participatory, inclusive, and meaningful learning experience for adolescents. Furthermore, the study demonstrates how performative innovation in traditional arts can reshape both the cognitive understanding and kinesthetic engagement of learners within the framework of sustainable arts education.
Development of a Contextual QR-Based English Module to Enhance Elementary School Students' Critical Thinking Skills Bahari, Luki; Nuvitalia, Duwi; Sundari, Riris Setyo
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.v12i1.19853

Abstract

This study aims to develop and evaluate the feasibility and effectiveness of a contextual English module supported by QR codes to enhance fourth-grade students’ critical thinking skills. The research employed a Research and Development (R&D) method using the ADDIE model, involving 27 fourth-grade students from SDN 1 Jeketro, an urban public elementary school in Brebes, Central Java, as well as two external experts for content and media validation. Data were collected through expert validation sheets, classroom observations, and a critical thinking test using a one-group pretest–posttest design. The developed module demonstrated a high level of feasibility, achieving a mean validation score of 9.28 out of 10 from the content and media experts. Students’ performance improved substantially, increasing from 32.59% in the pretest to 70.74% in the posttest, with an N-gain score of 0.55, which falls into the moderate category. Among the assessed dimensions of critical thinking, analytical ability showed the most significant improvement, followed by evaluation and problem-solving skills. This pattern suggests that students became more capable of identifying relevant information, interpreting meaning, and drawing reasoned conclusions from contextual English materials. These findings indicate that a culturally contextualized QR code–based module is both feasible and effective in fostering critical thinking skills in primary English learning. The integration of local cultural content with structured digital support appears to create meaningful learning experiences that encourage deeper cognitive engagement. Furthermore, the results suggest that combining contextual pedagogy with accessible technology can strengthen not only language acquisition but also higher-order thinking processes. This approach offers practical implications for primary educators seeking instructional strategies that connect language learning with students’ lived experiences while promoting reflective and analytical thinking in a sustainable manner.
Bridging Policy and Practice: An Analysis of Outcome-Based Education (OBE) Curriculum Implementation Using David C. Korten’s Fit Model Wike; Novita, Evi Diyah; Haryono, Bambang Santoso
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.v12i1.19879

Abstract

This study aims to analyze the implementation of the Outcome-Based Education (OBE) curriculum at a faculty in a state-owned university in East Java using David C. Korten’s fit model, which emphasizes three elements: program, organization, and beneficiary alignment. This research employs a qualitative descriptive approach. Data were collected through in-depth interviews with 12 lecturers, 6 students, and 3 administrative staff members, as well as through observations and documentation studies. The data were analyzed using the interactive analysis model. The results indicate that the implementation of OBE has achieved a progressive alignment between program design, organizational capacity, and beneficiaries, although it remains in a consolidation phase. The adoption of the Case Method and Project-Based Learning, supported by the SIM OBE information system, has successfully shifted the academic culture toward a student-centered learning approach, with average learning outcome achievements exceeding 70 percent of the class average score. The discussion of the findings suggests that while structural support and stakeholder involvement are relatively strong, several challenges remain, particularly regarding the consistency of pedagogical practices and the standardization of assessment among faculty members. These dynamics indicate that successful curriculum transformation requires a “triple alignment” among policy regulations, organizational culture, and classroom-level implementation. This study contributes to the conceptual framework of educational policy implementation by emphasizing that academic transformation is not merely administrative but requires strong synergy between curriculum design and operational capacity. The findings provide strategic insights for higher education institutions to optimize OBE implementation through the systematic integration of digital systems, faculty mentoring, and stakeholder collaboration to enhance graduate competitiveness.
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.

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