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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 
From Film to Classroom: A Feminist Analysis of Female Characters in “Home Sweet Loan” and Its Implications as Literary Enrichment Material in High School Azkia Najmi Mumtaza; Yulianeta; Welsi Damayanti
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.v12i2.20381

Abstract

This study aims to analyze the role of the main female character in the film Home Sweet Loan based on Naomi Wolf’s liberal feminist principles, which serve as a framework for interpreting the character’s representation, and to examine its implications as literary enrichment material in Indonesian language learning at the senior high school level. The feminist principles are identified through an analysis of the main character’s roles. This study employed a qualitative descriptive method to describe and interpret the meaning of the phenomenon in depth and systematically. The research data consisted of dialogues and scenes involving the main female character in the film Home Sweet Loan (2024). The researcher acted as the primary instrument (human instrument), while data were collected through observation and note-taking techniques. Content analysis was used to examine how the main female character performs various roles in life, which position her in a dual-role context. The findings indicate that the character’s roles can be classified into four domains of life as depicted in the film. From a feminist perspective, these roles reflect the principles of autonomy, equality, and rationality. The main character’s actions represent modern women who strive to determine their own life paths despite operating within a socially gender-biased system. These findings have practical implications for the development of literary enrichment materials in Indonesian language learning at the senior high school level, aligned with the learning outcomes of the Merdeka Curriculum, particularly in fostering students’ critical thinking skills in analyzing gender issues. The film Home Sweet Loan also addresses the limitations of existing literary teaching materials, which are often dominated by patriarchal perspectives, by offering a more contextual and gender-sensitive alternative.
Model Strategi Komunikasi Berbasis Kompetensi Sosial Guru Pendidikan Anak Usia Dini dalam Memperkuat Kemitraan Stakeholder Ratna Wahyu Pusari; Coryza Nursyahbani; Yusuf Setya Wardana
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.v12i2.20383

Abstract

This study aims to analyze the dynamics of early childhood education teachers’ social competencies in communication practices, identify the communication strategies employed, examine communication barriers, and formulate a social competence-based communication strategy model to strengthen stakeholder partnerships. The study employed a qualitative approach with a case study design. The research subjects were selected through purposive sampling and consisted of 12 teachers, 3 school principals, and 6 parents or school committee members in Grobogan Regency, Central Java, Indonesia. Data were collected through in-depth interviews, participatory observation, and documentation, and were analyzed thematically using an interactive model. The results indicate that teachers’ social competencies are dynamic, particularly in terms of interpersonal adaptability, empathy development, and the use of digital communication in interactions with stakeholders; however, these competencies have not yet been systematically integrated into structured communication strategies. Communication practices tend to develop adaptively but remain dominated by one-way, informative communication patterns. Communication barriers are multidimensional, encompassing individual, social, and structural factors. This study produced a social competence-based communication strategy model that emphasizes dialogic, empathetic, and collaborative communication in building stakeholder partnerships. The originality of this study lies in the integration of social competence and communication strategies into a single empirically grounded conceptual model. Theoretically, this study contributes to stakeholder-based educational communication research, while practically providing guidance for early childhood education teachers in developing more effective and collaborative communication practices.
An Exploratory Factor Analysis for Measuring the Four Cs of Lower-grade Primary Students Meta Br Ginting; Rispah Purba; Winny Sunfriska br Limbong; Amelia Amanda; Dwi Ribka Sitanggang
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.v12i2.20384

Abstract

This study aims to develop a valid and reliable measurement factor for the Four Cs tailored to lower-grade primary school students. This study employed a quantitative non-experimental scale development and validation design utilizing Exploratory Factor Analysis (EFA). Participants comprised 274 second-grade primary school students from ten schools, divided into two phases: an initial trial (n = 76) for item selection and a main EFA trial (n = 198). Data were collected through structured performance observation checklists administered during STEM-based constructive play activities, with dichotomous scoring subsequently analyzed using JASP. EFA initially yielded six factors; however, the sixth factor, comprising a single item, was excluded from the final model as it did not meet the minimum item requirement for a viable factor. Factor loadings across the five retained factors ranged from 0.413 to 0.992. Cronbach's alpha coefficients indicated adequate to excellent internal consistency across factors: the first factor (α = 0.912), the second factor (α = 0.856), the third factor (α = 0.716), the fourth factor (α = 0.796), and the fifth factor (α = 0.544), with an overall reliability of α = 0.884. The findings indicate that the Four Cs can be measured by five factors: effective communication-critical thinking skills, creative expression skills, collaboration skills, communication skills in problem-solving, and creating skills. This study highlights different results from the P21 learning framework, finding that effective communication fosters problem-solving and critical thinking skills, while collaboration encourages creativity and the creation of original works.
Developing a PBL-Based Interactive Storybook to Improve Reading Comprehension of Grade III Elementary School Students Rahma Halipah; Mahpudin; Budi Febriyanto; Yuyun Dwi Haryanti; Aji Septiaji
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.v12i2.20412

Abstract

This study aims to develop, test the feasibility, measure the practicality, and examine the effectiveness of a PBL-based interactive storybook entitled “Misteri Bola Kertas” in improving students’ reading comprehension skills as measured by Barrett’s Taxonomy. The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate) and a mixed-methods design. Data were collected from 26 third-grade students using reading comprehension tests, expert validation questionnaires, and user response questionnaires, and were analyzed using descriptive statistics, N-gain scores, and paired-sample t-tests. The results reveal a significant improvement in students’ mean scores from 67.81 to 83.65 (N-gain = 0.56, moderate category; p < 0.001). This improvement was supported by expert validation of 81.53% (feasible), student responses of 93.75%, and teacher responses of 88.5% (both categorized as very practical). Although the learning media addresses all five levels of Barrett’s Taxonomy, it places particular emphasis on higher-order comprehension skills, specifically reorganization, inferential, and evaluative comprehension, which were identified as the most critical areas of student difficulty. These higher-order thinking processes are facilitated through interactive physical features, including pull-tab mechanisms that support information sequencing, flip-the-flap prompts that encourage synthesis of implicit narrative cues, and Velcro-based activities that engage students in kinesthetic evaluation of moral decisions, each operationalizing a distinct level of Barrett’s Taxonomy. These findings contribute to the literature by demonstrating that the structural integration of PBL phases into physical interactive print media constitutes an effective pedagogical approach. The study also offers practical implications for the development of technology-independent instructional media suitable for elementary education contexts in Indonesia.
Gender-Based Entrepreneurship Education as a Strategy for Inclusive and Sustainable Women's Creative Economy Development in Jember Regency Noviana Mariatul Ulfa; Taufan Dwi Susilo; Arie Eko Cahyono
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.v12i2.20429

Abstract

This study aims to examine how gender-based entrepreneurship education (GBEE) can support the inclusive and sustainable development of women’s creative economy in Jember Regency, East Java. The study employed a qualitative phenomenological approach. Data were collected through in-depth interviews, focus group discussions, and document analysis involving 12 participants, including women entrepreneurs, educators, policymakers, and academics. The data were analyzed thematically through data immersion, open coding, category development, and theme construction. The findings identify four main themes: (1) persistent gender barriers in entrepreneurship education, including sociocultural restrictions, gender-insensitive curricula, and limited access to resources; (2) adaptive pedagogical strategies integrating situated learning, peer mentoring, and digital literacy; (3) the use of local creative economy sectors—such as batik, coffee agro-tourism, culinary arts, and fashion—as culturally relevant learning platforms; and (4) empowerment outcomes, including increased economic autonomy, stronger social capital, and improved negotiation capacity. The study concludes that GBEE not only strengthens women’s entrepreneurial skills but also contributes to shifts in household and community power relations. Collaboration among universities, government, and civil society is essential to implement gender-responsive entrepreneurship education aligned with SDG 5 and SDG 8.
Understanding Academic Procrastination Through a Moderated Mediation Framework: Examining Self-Efficacy, Motivation, and Self-Regulated Learning Dwi Nor Anisah; M. Fathur Rahman
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.v12i2.20437

Abstract

This study aims to analyze the influence of academic self-efficacy and learning motivation on academic procrastination with self-regulated learning as a mediating variable and academic pressure as a moderation variable. This study uses a quantitative approach with an explanatory method. The population of this study is all students of grade XI Social Studies with a sample of 124 students determined by simple random sampling technique. Data collection used a likert scale questionnaire and analyzed with Structural Equation Modeling (SEM-PLS). The results of the study showed that academic self-efficacy and learning motivation had a negative and significant effect on academic procrastination. Self-regulated learning has a significant effect and has been proven to mediate the relationship between academic self-efficacy and learning motivation to academic procrastination. In the moderation test, academic pressure did not moderate the relationship between academic self-efficacy and academic procrastination, but it strengthened the relationship between learning motivation and academic procrastination. This finding indicates that learning motivation is more responsive to academic demands, whereas academic self-efficacy tends to function as a relatively stable internal belief. These findings contribute to the development of adaptive learning strategies oriented towards student learning independence.
Kendala Bahasa pada BIPA Anak Diaspora di Mindanao dalam Perspektif Neuropsikolinguistik Yunia Tiara Riski; Wahyu Sukartiningsih; Hendratno; Mochamad Nursalim; Suryanti; Diana Rahmasari; Muhammad Nur Huda
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.v12i2.20446

Abstract

This study aims to analyze the language barriers experienced by Indonesian diaspora children in Mindanao in learning Indonesian for Foreign Speakers (BIPA) from a neuropsycholinguistic perspective by identifying the forms of decline in Indonesian language competence and the neurocognitive factors influenced by a multilingual environment. The study employed a qualitative approach using a Research and Development (R&D) design based on the 4D model, with a particular focus on the define stage. The research subjects consisted of seven students and two teachers at the Indonesian School of Davao, selected through purposive sampling. Data were collected through semi-structured interviews, participant observation, and document analysis and were analyzed using an interactive model involving data reduction, data presentation, and conclusion drawing. The findings indicate that the language barriers experienced by the participants included difficulties in syntactic structure, tense usage, language registers, and code-mixing caused by interference from Visayan and Tagalog. Contrastive analysis revealed that differences in sentence patterns (S-V-O vs. V-S-O) and grammatical systems were the primary sources of errors. From a neuropsycholinguistic perspective, these barriers were associated with limitations in working memory, attention, and lexical representation, which were influenced by limited exposure to the Indonesian language. The findings also showed that the students’ receptive and expressive language abilities remained limited, particularly in command comprehension, vocabulary mastery, and verbal memory. This study contributes theoretically to the enrichment of neuropsycholinguistic studies in the context of diaspora children and language learning. Practically, the findings provide a foundation for designing BIPA instruction that is adaptive, contextual, and aligned with learners’ neurocognitive characteristics.
Bahasa Inggris Zakiyyah Salsabila; Asep Hardiyanto
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.v12i2.20506

Abstract

This study aims to explore and compare the teaching practicum experiences of Indonesian and Filipino student interns in secondary schools in the Philippines, with a focus on institutional support, challenges encountered, and the development of teaching competence. Employing a qualitative comparative design, data were collected through semi-structured interviews with Indonesian student interns participating in the SEA-Teacher Program who completed an international practicum, as well as Filipino pre-service teachers undertaking domestic practicum programs at Capiz State University. The interview data were analyzed using thematic analysis. The findings reveal that Indonesian participants primarily experienced challenges related to language confidence, intercultural communication, and adaptation to an ESL environment, whereas Filipino participants benefited more from sustained pedagogical mentoring and encountered challenges associated with classroom management and learner diversity. Despite these differences, both groups demonstrated adaptive teaching strategies and meaningful professional growth through reflective classroom experiences. Indonesian participants exhibited stronger development in intercultural awareness and professional identity, while Filipino participants demonstrated greater pedagogical refinement and instructional effectiveness. These findings highlight the influence of sociolinguistic context, institutional familiarity, and cross-cultural engagement on professional learning during teaching practicum. The study also emphasizes the importance of strengthening mentoring systems, intercultural preparation, and language readiness in international teaching internship programs.
Development of an Experiential-Contextual Teaching and Learning (ECTL) Model for Entrepreneurship Education in Vocational Higher Education Alvia Wesnita; Ilham Zamil
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.v12i2.20523

Abstract

This study aims to develop and evaluate the validity, practicality, and effectiveness of an Experiential-Contextual Teaching and Learning (ECTL) model for entrepreneurship education in vocational higher education. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation phases. The ECTL model was designed based on five instructional syntax phases: concrete experience, observation and reflection, abstract conceptualization, meaningful learning, and active experimentation. The model was supported by a lecturer guidebook, student guidebook, syllabus, and semester learning plans. The validity of the model and its supporting products was evaluated by five experts using Aiken’s V coefficient, with a minimum acceptable value of 0.600. Practicality was assessed through small-scale trials involving five students and two lecturers, followed by expanded-scale trials involving 29 students in the experimental group and 29 students in the control group. Effectiveness was examined through cognitive pretest–posttest assessments, affective observation rubrics, and psychomotor performance rubrics. The data were analyzed using the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, and independent-samples t-tests at a significance level of 0.05. The results indicated that all developed products achieved Aiken’s V values above the minimum threshold, ranging from 0.80 to 0.88, confirming their validity. The practicality evaluation demonstrated very high levels of usability, with lecturer response scores ranging from 92.4% to 96.1% and student response scores ranging from 85.06% to 85.53%. The experimental group achieved a significantly higher mean posttest score (80.00) than the control group (73.24), with t(56) = 3.212, p = 0.002. Furthermore, affective and psychomotor assessments revealed that 96.6% of students attained good or very good performance levels. All students (100%) successfully met the passing criteria, and 44.8% achieved the highest grade (A). These findings indicate that the ECTL model is valid, highly practical, and effective for entrepreneurship education in vocational higher education. Therefore, it is recommended as an alternative to conventional teacher-centered instructional approaches.
Development of a GERANA E-Module Using Book Creator for Elementary Dance Education Fatimah Nurussyifa Clever Bright; Deasylina da Ary
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.v12i2.20537

Abstract

This study aims to develop, determine the feasibility, and examine the effectiveness of the GERANA E-Module assisted by the Book Creator application in dance education. The study employed a Research and Development (R&D) method using the ADDIE model. The research subjects consisted of material experts, media experts, teachers, and fourth-grade elementary school students. Data were collected through interviews, observations, questionnaires, tests, and documentation and were analyzed using quantitative descriptive techniques. The development process resulted in the GERANA E-Module, which features text, images, and interactive videos. The novelty of the module lies in the integration of natural phenomenon-based movement concepts into elementary dance education. The validation results showed scores of 91.4% from material experts and 96% from media experts, both of which were categorized as highly feasible. The effectiveness of the module was evaluated using pretest and posttest data analyzed through normality tests, t-tests, and N-gain analysis. The t-test results showed a significance value of Sig. (2-tailed) < 0.001, indicating a significant difference between the pretest and posttest scores, while the N-gain score of 0.5733 was categorized as moderate. In conclusion, the GERANA E-Module is highly feasible and effective in improving students’ motor skills in dance learning, particularly in the topic of understanding the environment through dance among fourth-grade elementary school students.

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