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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
 106   107   108   109   110 
Development of an Interactive Coding-Based Module on Food Chain Topics to Enhance Analytical and Logical Thinking Skills of Fifth-Grade Elementary Students Wita Ermayanti; Fenny Roshayanti; Joko Sulianto
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.v12i2.20234

Abstract

This study aims to develop a valid, practical, and effective interactive coding-based module on the food chain topic in Natural Sciences (IPAS) to improve the analytical and logical thinking skills of fifth-grade elementary school students. The study employed a Research and Development (R&D) method using the 4D model (Define, Design, Develop, Disseminate). The trial subjects consisted of 21 fifth-grade students at SDN Kembangarum 2 Mranggen, Demak, Central Java. Data collection instruments included expert validation sheets, observation sheets, teacher and student response questionnaires, and pretest and posttest assessments. Data analysis was conducted using both qualitative and quantitative approaches, including N-gain analysis, normality and homogeneity tests, and paired-sample t-tests. The main findings show that: (1) the developed module integrates science concepts with coding using ScratchJr; (2) the module demonstrates a very high level of validity based on expert evaluations (average 95%) and practitioner assessments (average >94%); (3) the module is categorized as highly practical, with a practicality score of 91% based on teacher and student responses; and (4) the module is effective in improving students’ analytical and logical thinking skills, as indicated by an N-gain score of 0.7299 (high category) and a statistically significant difference between pretest and posttest results (p < 0.001). In addition, the findings indicate that the module contributes to transforming the science learning paradigm in elementary schools from conventional teacher-centered instruction to a more student-centered, interactive, creative, and technology-integrated learning process. Through coding activities, students are encouraged to actively explore concepts, solve problems systematically, and develop higher-order thinking skills, making science learning more meaningful and relevant to the demands of 21st-century education.
Development of a Flipbook-Assisted E-Module Integrating Problem-Based Learning to Enhance Students’ Conceptual Understanding Siti Nurfadlah; Ila Rosmilawati; Indri Sari Utami
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.v12i2.20245

Abstract

This study aims to develop a flipbook-assisted e-module integrated with the Problem-Based Learning (PBL) model for the topic “This Is My Local Identity” in IPAS learning, and to evaluate its feasibility and effectiveness in enhancing elementary school students’ conceptual understanding. The study employed a Research and Development (R&D) method based on the ADDIE model and involved fourth-grade elementary school students. Data were collected through observation, interviews, questionnaires, and pretest–posttest assessments of conceptual understanding. The feasibility of the product was analyzed using Aiken’s V, while its effectiveness was measured using the N-gain test. The results showed that the developed e-module achieved an average Aiken’s V value of 0.80, indicating that it is valid and feasible in terms of both content and media aspects. Furthermore, the effectiveness analysis revealed an N-gain score of 0.67, categorized as moderate, indicating a significant improvement in students’ conceptual understanding after the implementation of the e-module. The integration of flipbook multimedia features with the PBL model created a more interactive, contextual, and meaningful learning environment. The visual and interactive elements embedded in the flipbook supported students in understanding abstract concepts of local identity through contextual problem orientation, exploratory activities, and collaborative discussions. This study contributes to the development of digital instructional media by providing empirical evidence that the integration of multimedia-based technology with student-centered learning models can enhance conceptual understanding in elementary education.
Development of the Interactive Learning in Traditional Games (ILinG) Model in the Game “Sluku-sluku Bathok” as a Tool for Meaningful Learning in the Society 5.0 Era Nurdyansyah; Nur Maslihatun Nisak; Risky Nadhifah Azzahro; Pandi Rais
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.v12i2.20249

Abstract

This study aims to develop and test the feasibility, practicality, and effectiveness of the Interactive Learning in Traditional Games (ILinG) model as a means of promoting meaningful learning in the Society 5.0 era. The study employed a Research and Development (R&D) method using the ADDIE framework, which consists of the analysis, design, development, implementation, and evaluation stages. The research was conducted in an elementary school in the Sidoarjo region. The sampling technique used was purposive sampling. Data were collected through questionnaires, document analysis, and tests, and were analyzed using mixed-methods techniques to obtain comprehensive findings. Based on expert validation results, the developed model demonstrated a very high level of feasibility. The material expert provided an average score of 3.74, categorized as “very feasible,” while the design expert assigned a score of 3.63, also categorized as “very feasible.” In addition, the linguistic validation obtained a score of 3.77, which likewise falls into the “very feasible” category. In terms of practicality, small-group testing (5 students) resulted in a score of 93.57%, while large-group testing (12 students) yielded 80.95%, indicating that the ILinG model is highly practical for classroom implementation. Regarding effectiveness, t-test analysis revealed a significant difference in mean scores between the control group (71.33) and the experimental group (89.21). The statistical test showed a significance value (p < 0.05), indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. These findings confirm that (1) the ILinG model has a significant positive effect on students’ meaningful learning, and (2) the model is highly effective as a learning intervention to enhance meaningful learning in the Society 5.0 era.
Pengembangan Perangkat Pembelajaran Berbasis Deep Learning untuk Pembelajaran Keberagaman Budaya di Sekolah Dasar Eva Yuliawati; Abdul Fatah; Haryono
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.v12i2.20260

Abstract

This study aims to develop and examine the effectiveness of deep learning-based instructional tools, consisting of a teaching module and Google Sites-based learning media, in improving elementary school students’ conceptual understanding of cultural diversity. The study employed a Research and Development (R&D) method using the ADDIE model and was conducted with 34 fourth-grade students at SDN Gerendong 2, Banten, Indonesia. Data were collected through validation sheets, observations, and learning outcome tests and were analyzed using descriptive statistics and paired-sample t-tests. The results showed that the developed instructional tools were highly valid, with Aiken’s V coefficients ranging from 0.88 to 0.94 and validation percentages exceeding 90% across the material, media, and language aspects. The paired-sample t-test results indicated a significant difference between the pretest and posttest scores (p < 0.001), with an average N-gain score of 0.63, which falls into the moderate category, and a very large effect size (Cohen’s d = 4.02). These findings demonstrate that the instructional tools effectively improved students’ conceptual understanding. Furthermore, the results indicate that deep learning-based instructional tools integrated with digital media can enhance meaningful and student-centered learning. This study contributes to the growing body of knowledge on instructional design by providing empirical evidence regarding the effectiveness of combining teaching modules and web-based media. It also offers practical implications for teachers in implementing innovative learning strategies that promote conceptual understanding in elementary education.
Fragmented AI Adoption in Indonesian Special Education: An Adaptive Multi-Layer Iterative Model for Differentiated Instruction in Intellectual Disability Contexts Ajeng Suryani; Budi Susetyo; Iding Tarsidi; Hana Qurrotul Uyun; Mennatallah Elsabagh
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.v12i2.20277

Abstract

This study aims to investigate patterns of AI utilization for students with intellectual disabilities and develop the Adaptive Multi-Layer Iterative Model (AMLIM) as a conceptual framework for integrating AI into differentiated instruction practices for students with intellectual disabilities in Indonesia. Using a qualitative-dominant mixed-methods design, this study combines systematic literature synthesis and survey data from 80 special education teachers from public and private special schools across multiple provinces in Indonesia, predominantly West Java and South Sumatra. Data were analyzed using descriptive statistics and thematic synthesis. Results show that 81.5% of teachers perceived AI as beneficial for instructional material development, but only 30.9% had received formal AI-related training, while 85.2% relied primarily on social media for AI-related knowledge. Although 64.2% adapted AI-generated materials to students’ individual needs, implementation remains fragmented and concentrated in instructional preparation rather than systematic assessment and documentation. To address these limitations, this study proposes the Adaptive Multi-Layer Iterative Model (AMLIM), a feedback-based framework integrating pedagogical processes, adaptive personalization, assessment documentation, and governance structures. The model promotes a more systematic, documented, and accountable approach to AI-supported differentiated instruction in special education.
Development of STEAM-Based Learning Tools Integrated with the Techno-Analogy Inquiry Model to Enhance Elementary Students’ Scientific Thinking Skills Siti Nurfalah; Fadlullah; Yuyu Yuhana
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.v12i2.20290

Abstract

This study aims to develop STEAM-based learning tools integrated with the Techno-Analogy Inquiry (TAI) model to enhance elementary school students’ scientific thinking skills. The novelty of the TAI model lies in its integration of inquiry processes with technology-supported analogical reasoning, which serves as a cognitive bridge to help students connect abstract scientific concepts with familiar real-life experiences. The study employed a Research and Development (R&D) method using the ADDIE model. The participants consisted of 29 fifth-grade students. Data were collected through expert validation of the content, language, and media aspects conducted by four experts using a 4-point Likert scale, as well as through pretest–posttest assessments, observations, and student response questionnaires. The data were analyzed using descriptive statistics, N-gain analysis, and paired-sample t-tests. The results indicate that the developed learning tools are highly feasible, with an average validation score of 87.5%. Students’ scientific thinking skills improved significantly, as reflected in the increase in the mean score from 47 on the pretest to 84 on the posttest. The N-gain score of 0.68 falls within the moderate-to-high category. Furthermore, the paired-sample t-test results revealed a statistically significant difference between the pretest and posttest scores (p < 0.001). These findings suggest that the integration of STEAM, inquiry-based learning, and technology-supported analogical reasoning through the TAI model is effective in enhancing students’ scientific thinking skills and in providing a more meaningful and conceptually accessible learning experience.
“Pemetaan Multidimensi Literasi Asesmen Guru Pendidikan Anak Usia Dini dan Hambatan dalam Implementasi Asesmen Otentik: Bukti dari Kota Semarang.” Muniroh Munawar; Mila Karmila; Aurora Nur Aini
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.v12i2.20311

Abstract

This study aims to map the level of assessment literacy among early childhood education (ECE) teachers in Semarang City and to identify the challenges associated with implementing authentic assessment. The study employed a quantitative approach with a descriptive design. The sample consisted of 583 ECE teachers selected through proportionate random sampling. The instrument used was a Likert-scale questionnaire measuring five dimensions: assessment understanding, planning and implementation, recording and data processing, supporting and inhibiting factors, and professional development. The questionnaire was developed based on construct validity procedures and pilot-tested on 30 respondents. Of the initial 31 statement items, 23 were declared valid, with validity coefficients ranging from 0.392 to 0.691. The reliability test produced a Cronbach’s Alpha coefficient of 0.871, indicating high reliability. Data were analyzed using descriptive statistics, including percentages and frequency distributions. The findings indicate that teachers’ assessment literacy is at a moderate level, with stronger technical competence than conceptual and analytical competence. Teachers still experience difficulties in understanding fundamental assessment concepts, determining developmental indicators, and interpreting assessment results for instructional decision-making. In addition, major challenges arise from structural factors, such as limited time, inadequate facilities, insufficient institutional support, and unequal access to professional development opportunities. This study contributes by providing a multidimensional profile of assessment literacy encompassing conceptual, technical, analytical, structural, and professional aspects. The findings may serve as a foundation for the development of a contextual play-based assessment model.
Self-Determination in English Learning among Visually Impaired Students: The Role of an AI-Based Braille Audio Dictionary Ratih Zatil Imandari; Urai Salam; Venny Karolina; Ahmad Yani T.; Eka Ariyati; Nor Fazlin Mohd Ramli
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.v12i2.20349

Abstract

This study aims to analyze the self-determination of visually impaired students in learning English through the use of a Braille dictionary equipped with Artificial Intelligence (AI)-based audio, viewed from the perspective of Self-Determination Theory (SDT), which includes autonomy, competence, and relatedness. The research employed a qualitative approach with a case study design. Data were collected through interviews with visually impaired students, teachers, and parents and analyzed using thematic analysis through coding procedures. The findings indicate that the competence dimension appeared most dominantly, followed by autonomy, which reflects increased learner independence through the use of assistive technology. The improvement in competence was mainly influenced by the natural and clear AI-generated pronunciation, which enabled students to repeatedly listen to, imitate, and self-correct English pronunciation independently. In addition, the ease of accessing audio through the integrated Braille dictionary supported students’ confidence and learning autonomy. Meanwhile, relatedness emerged through interactions with teachers and parents, although it was relatively limited. These findings suggest that the Braille dictionary with AI-based audio has the potential to enhance accessibility, learner independence, and English learning abilities among visually impaired students, thereby supporting more inclusive learning practices.
Pengembangan Bahan Ajar Berbasis Deep Learning untuk Meningkatkan Kemampuan Proses Kognitif dalam Pembelajaran IPA di Sekolah Dasar Ully Arta Miladia; Abdul Fatah; Yuvita Oktarisa
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.v12i2.20373

Abstract

This study aims to develop deep learning-based instructional materials on the topic of states of matter and their changes, to determine the feasibility of the developed materials, and to examine their effectiveness in improving students’ cognitive process skills. The study employed a modified 4D Research and Development (R&D) model consisting of the define, design, develop, and limited dissemination stages. The participants were 35 fourth-grade students at SDN Serdang 1, Banten Province, Indonesia. The developed products included learning outcomes, learning objective sequences, teaching modules, student worksheets, Canva-based learning media, and assessment instruments. Data were collected through expert validation, student response questionnaires, and pretest–posttest assessments. The data were analyzed using descriptive percentage analysis and normalized gain (N-gain). The results showed that the developed instructional materials were categorized as highly feasible in terms of content, media, and language aspects. Furthermore, the effectiveness test indicated a moderate improvement in students’ cognitive process skills after the implementation of the instructional materials. The highest improvement was observed in applying skills (C3), followed by analyzing (C4) and evaluating (C5). These findings indicate that deep learning-based instructional materials can effectively support meaningful science learning and improve elementary school students’ cognitive process skills. Therefore, the developed instructional materials may serve as an alternative instructional model aligned with the demands of 21st-century education.
Bahasa Inggris Josi Noviani; Dwi Prasetyo; Dini Pusianawati; Dzulfikar Djalil Lukmanul Hakim; Setyorini Irianti
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.v12i2.20379

Abstract

This scoping review aims to identify and categorize pedagogical interventions designed to enhance menstrual hygiene knowledge, attitudes, and practices among adolescent girls. The study was conducted in accordance with PRISMA-ScR guidelines. Literature published between 2020 and 2026 was retrieved from PubMed, EBSCOhost, SAGE Journals, Scopus, and ScienceDirect using a Population–Exposure–Outcome (PEO) search strategy. Studies were included if they involved adolescent girls, examined menstrual hygiene education interventions, and reported outcomes related to knowledge, attitudes, or practices. Data were extracted and analyzed descriptively, and methodological quality was assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Tools. The 15 included studies were predominantly conducted in South and Southeast Asia, as well as Sub-Saharan Africa. Notably, six studies employed digital approaches, while nine utilized conventional methods, reflecting a growing trend toward technology-based interventions. The interventions varied widely, including digital and mHealth-based approaches, school-based education, peer-led programs, and multicomponent strategies. Improvements were consistently reported in knowledge and attitudes, whereas changes in hygiene practices were less consistent across studies. Theoretical frameworks such as Bandura’s Social Cognitive Theory and Mayer’s Cognitive Theory of Multimedia Learning were commonly used to support intervention effectiveness. Overall, educational interventions are evolving toward more participatory and technology-enhanced models that create safe spaces for adolescents. These findings provide guidance for educational practitioners and curriculum developers in designing more effective, inclusive, and adolescent-centered menstrual hygiene education programs.

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