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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
 105   106   107   108   109 
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.
Exploring the Role of Problem-Based Learning in Fostering Social Literacy, Critical Thinking, and Religiosity in Social Studies Education Sulfiani; Amriani; Muhammad Aqsa; Mehmet Cuma Tahiroglu
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.v12i2.20171

Abstract

This study aims to examine in depth the implementation of Problem-Based Learning (PBL) in social studies education and its impact on the development of social literacy, critical thinking, and religiosity among junior high school students. The study employed a qualitative case study design conducted over a three-month period. Participants were selected through purposive sampling and consisted of social studies teachers and eighth-grade students. Data were collected through in-depth interviews, participant observation, and document analysis. The data were analyzed using thematic coding to identify recurring patterns and core themes. The analysis revealed four major themes: (1) the implementation of student-centered learning through group discussions, case studies, and reflective activities; (2) the integration of social care and responsibility values within real-life social contexts; (3) positive learning outcomes reflected in improved social literacy and critical thinking skills; and (4) learning constraints, particularly limited instructional time and uneven student participation. The findings indicate that contextual learning media such as presentations, videos, and authentic social issues effectively enhance students’ cognitive engagement and strengthen their religiosity in both affective and behavioral dimensions. However, structural limitations, including restricted technological access and limited instructional time, remain significant challenges. This study contributes to the growing discourse on integrative social studies pedagogy by demonstrating that PBL can simultaneously foster social literacy, critical thinking, and religiosity within a unified instructional framework. It also offers practical implications for curriculum adaptation, systematic teacher training, and the development of collaborative learning environments to optimize students’ holistic development.
Hasil Belajar Ekonomi di Era Digital: Peran Literasi Digital, Kolaborasi Teman Sebaya, dan Self-Regulated Learning Elfonda; Muazza; Rosmiati
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.v12i2.20174

Abstract

This study aims to analyze the effects of digital literacy, peer collaboration, and self-regulated learning on the Economics learning outcomes of senior high school students. The study employed a quantitative explanatory approach using a cross-sectional survey design. The population consisted of 180 students, from which a sample of 124 students was selected through simple random sampling. Data on digital literacy, peer collaboration, and self-regulated learning were collected using questionnaires, while data on Economics learning outcomes were obtained from school academic records. The data were analyzed using partial least squares structural equation modeling (PLS-SEM) with the assistance of SmartPLS. The results showed that digital literacy had a positive and significant effect on Economics learning outcomes (β = 0.443, p < .001). Peer collaboration also demonstrated a positive and significant effect on Economics learning outcomes (β = 0.406, p < .001). In addition, self-regulated learning had a positive and significant effect on Economics learning outcomes (β = 0.122, p = .033). The model explained 62.8% of the variance in Economics learning outcomes (R² = 0.628), indicating moderate explanatory power. These findings suggest that students’ Economics learning outcomes are influenced by their ability to utilize digital learning resources effectively, engage in meaningful academic interaction with peers, and regulate their learning processes independently. Based on these findings, Economics instruction should be designed to emphasize the effective use of digital learning resources, strengthen collaborative learning activities among students, and promote the development of self-regulated learning practices throughout the learning process.
A Model Of Organisational Resilience Based On Visionary Leadership And Knowledge Management Nika Sintesa; Yunita Indriany
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.v12i2.20195

Abstract

This study aims to analyze the influence of visionary leadership and knowledge management on organizational resilience at Politeknik LP3I Jakarta in responding to the complex and uncertain dynamics of the vocational education environment. The study employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The respondents consisted of 120 managerial personnel at Politeknik LP3I Jakarta, including top-level leaders, middle managers, and academic administrators, selected through proportionate random sampling. The research instrument used was a questionnaire. The results indicate that visionary leadership has a positive and significant effect on organizational resilience. Knowledge management also has a significant influence, although with a relatively small effect size. The coefficient of determination (R² = 0.733) suggests that 73.3% of the variation in organizational resilience at Politeknik LP3I Jakarta can be explained by these two independent variables, indicating a strong explanatory power of the model. These findings highlight the importance of future-oriented leadership and effective knowledge management in enhancing an institution’s ability to sustain, adapt, and grow continuously in the face of dynamic environmental challenges.
Development of Genially-Based SERABB Interactive Learning Media to Enhance Students’ Independence and IPAS Learning Outcomes in Elementary Education Nurul Fajriati; Isti Rusdiyani; Atin Fatimah
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.v12i2.20224

Abstract

This study aims to develop Genially-based SERABB (Seru Eksplorasi Ragam Budaya Banten) interactive learning media to improve students’ learning independence and IPAS learning outcomes. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects consisted of 30 fifth-grade students at SD Negeri Kewunen, Banten Province, Indonesia, who participated in the implementation stage. Data were collected through observations, interviews, documentation, questionnaires, and pretest–posttest learning outcome assessments. Data analysis was conducted using both qualitative and quantitative approaches. The validation results indicate that the media has a very high level of feasibility, with scores of 88% from media experts and 91% from material experts. The implementation results show a high level of student learning independence across aspects of self-confidence, responsibility, discipline, activeness, and learning motivation. In addition, the SERABB interactive media was found to be effective in improving students’ learning outcomes, as indicated by higher posttest scores compared to pretest scores, with an average N-gain of 0.76 and a significance value of p < 0.05. The media is equipped with interactive features such as animations, audio, quizzes, and independent exploration activities, which enhance student engagement in learning. Therefore, this study concludes that the SERABB media is valid, practical, and effective, demonstrating that cloud-based interactive media can serve as a strategic solution for integrating ethno-pedagogy into the elementary school curriculum.
Development of Gen-M Media Based on Active Learning Approach to Enhance Critical Thinking and Mutual Cooperation Characters in Mathematics Learning for Fifth-Grade Elementary Students Oky Wulandari; Ida Dwijayanti; Iin Purnamasari
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.v12i2.20225

Abstract

This study aims to develop Gen-M Media (Dragon Mathematics Educational Game), based on an active learning approach, that is valid, practical, and effective in enhancing students’ critical thinking skills and fostering cooperative character in mathematics learning among fifth-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 instruments used included validation sheets, questionnaires, observation sheets, and critical thinking tests. Validation sheets were administered to media experts, material experts, and practitioners to assess the validity and feasibility of the Gen-M media. Questionnaires were distributed to teachers and students to evaluate practicality. Observation sheets were used to assess the development of students’ cooperative character. In addition, pretests and posttests were used to measure critical thinking skills. The data were analyzed using both qualitative and quantitative techniques. The results indicated that: (1) expert and practitioner validation categorized the media as “highly appropriate”; (2) practicality tests yielded scores of 95% from teachers and 91.17% from students, classified as “very practical”; and (3) quantitative analysis confirmed that the Gen-M media significantly improved students’ critical thinking skills by [insert value]% and fostered cooperative character development. In conclusion, the Gen-M media integrated with an active learning approach is a valid, practical, and effective instructional tool that positively influences both the cognitive and social competencies of elementary school students in mathematics education.
A Comparative Study of Students’ Attitudes toward Mathematics in Southeast Asia: Evidence from Indonesia and Thailand Kristayulita; Nur Hardiani; Alfira Mulya Astuti
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.v12i2.20233

Abstract

This study aims to explain students' attitudes toward mathematics in Southeast Asia, focusing on Indonesia and Thailand. Students' attitudes towards mathematics significantly influence their learning success and academic motivation. This quantitative study involved 494 secondary school students from Indonesia and Thailand. The instrument used was the Fennema-Sherman Mathematics Attitude Scales (F-SMAS) questionnaire with a two-way analysis of variance (ANOVA). The findings indicate that gender did not show substantial differences in Indonesia and Thailand at the secondary school level, but country of origin did. in Indonesia and Thailand at the secondary school level showed more positive attitudes towards mathematics than Thai students as seen from the higher average scores in self-confidence (Indo: 3.57, Thai: 3.11), greater maternal support (Indo: 3.67, Thai: 3.25), more optimistic perceptions about the usefulness of mathematics better preposition more optimistic perceptions of the usefulness of mathematics (Indo: 3.78, Thai: 3.39), and higher motivation (Indo: 3.32, Thai: 3.12). While there were no significant gender differences between the two countries, the stereotype of mathematics as a male domain was more pronounced in Indonesia (Indo: 3.55, Thai: 3.31), highlighting critical areas for intervention in the education system and the promotion of inclusive attitudes toward mathematics. These findings are expected to enhance the formulation of more contextual educational policies and encourage greater interest and achievement in mathematics among students in the Southeast Asian region.

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