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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 1,131 Documents
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Vocal Learning Revolution: Student Preferences in The Digital Platform Era Rahmatunnisa Ramadhani S; Uus Karwati; Diah Latifah
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.v12i2.20546

Abstract

This study aims to investigate students’ preferences for digital platform features in vocal learning, examine the factors influencing those preferences, and explore their associations with learning motivation and learning outcomes. A quantitative cross-sectional survey design was employed involving 384 university students actively engaged in digital-based vocal learning. Data were collected through structured questionnaires, the construct validity of which was confirmed using confirmatory factor analysis (CFA). The data were subsequently analyzed using descriptive statistics and inferential techniques, including independent-samples t-tests, one-way ANOVA, Pearson correlation analysis, and multiple regression analysis. The findings revealed that audio-visual features received the highest preference rating (M = 4.32, SD = 0.68), followed by real-time feedback (M = 4.28), accessibility (M = 4.21), content personalization (M = 4.15), discussion forums (M = 3.97), and gamification (M = 3.89). Education level (F = 5.83, p = .003) and digital skill proficiency (F = 12.67, p < .001) significantly influenced students’ preferences, whereas gender showed no statistically significant difference (t = 1.42, p = .157). Furthermore, platform preferences demonstrated significant positive correlations with learning motivation (r = 0.52, p < .001) and learning outcomes (r = 0.41, p < .001). These findings provide practical implications for platform developers and educators in designing student-centered vocal learning environments that are responsive to contemporary learners’ needs.
Innovative Deep Learning–Driven Indonesian Language Instruction: Development and Effectiveness in Improving Elementary Reading Literacy Ni Ketut Desia Tristiantari; Dani Gunawan; Decenni Amelia; Ni Wayan Monik Rismadewi; Komang Sujendra Diputra; Gusti Ayu Putu Sukma Trisna
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.v12i2.20616

Abstract

This study aims to develop an innovative Indonesian language learning design based on a deep learning approach and to evaluate its effectiveness in improving elementary school students' reading literacy. 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 research participants included two content experts, two instructional design experts, and 65 elementary school students. Data were collected through validation questionnaires to assess product feasibility and multiple-choice tests to measure students’ reading literacy skills. The data were analyzed using descriptive quantitative techniques and the normalized gain (N-Gain) test. The results revealed that: (1) students’ initial reading literacy achievement, as measured by the pre-test, was categorized as moderate, with a mean score of 63.61; (2) the developed learning design was rated as highly feasible by expert validators, achieving an average score of 4.63 out of 5.00; (3) students’ post-test performance improved substantially, reaching a mean score of 84.54 and falling within the very high category; and (4) the N-Gain value was 0.58, indicating a moderate level of improvement. These findings indicate that the deep learning-based Indonesian language learning design is effective in enhancing elementary school students’ reading literacy. This study highlights the potential of integrating cognitive and affective dimensions through a deep learning approach to foster a more meaningful learning environment. Such an approach enables students not only to comprehend texts but also to critically analyze, evaluate, and reflect on information. Therefore, the proposed learning design may serve as a valuable reference for educators seeking to transform literacy instruction into a more student-centered and meaningful learning experience at the elementary school level.
Entrepreneurship Education and Perceived Economic Opportunities as Determinants of Students’ Entrepreneurial Decisions: The Mediating Role of Risk-Taking Behavior Sutrisno; Abu Muna Almaududi Ausat; Syamsuri; Susatyo Adhi Pramono; Hizbul Khootimah Azzaakiyyah; Muhammad Aqib Shafiq
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.v12i2.20617

Abstract

This study aims to examine the influence of entrepreneurship education and perceived economic opportunities on students’ entrepreneurial decisions through risk-taking behavior as a mediating variable. This research integrates the Theory of Planned Behavior (TPB) and Behavioral Finance Theory (BFT) to explain how knowledge, opportunity perception, and psychological attitudes toward risk shape entrepreneurial decision-making among students. A quantitative approach was employed using a structured questionnaire distributed to university students in Semarang City who had participated in entrepreneurship courses. A total of 104 valid responses were analyzed using SEM-PLS, with respondents selected through a purposive sampling technique based on specific research criteria. The results indicate that entrepreneurship education and perceived economic opportunities have positive and significant effects on students’ risk-taking behavior. Furthermore, risk-taking behavior significantly influences students’ entrepreneurial decisions. The analysis also confirms that risk-taking behavior partially mediates the relationship between entrepreneurship education, perceived economic opportunities, and students’ entrepreneurial decisions. These findings highlight that entrepreneurial decisions among students are influenced not only by entrepreneurial knowledge and opportunity recognition but also by psychological readiness to take risks in uncertain economic conditions.
Pengembangan Media Pembelajaran Interaktif Berbasis Web Menggunakan Scratch Berdasarkan Representasi Matematika Siswa Kelas Empat Alya Wahyu Kartika; Trimurtini
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.v12i2.20618

Abstract

This study aims to develop interactive learning media based on the Scratch website, designed according to the learning needs and mathematical representation abilities of fourth-grade elementary school students on the topic of fractions. Employing a Research and Development (R&D) framework using the ADDIE model, the study focused on the design, expert validation, and formative evaluation stages. The participants consisted of 51 students and 11 teachers from SDN Manyaran 02, Semarang, Central Java, involved in the limited implementation phase. The instruments used included a needs analysis questionnaire, content expert and media expert validation sheets, teacher and student response questionnaires, and documentation of student quiz results. The data were analyzed using both quantitative and qualitative approaches. The results showed that the developed media obtained a content expert validation score of 92.3% and a media expert validation score of 98%, both categorized as highly suitable. During the limited implementation phase, the teacher response rate reached 93%, while the student response rate reached 91.5%, both of which fell into the “highly suitable” category. Furthermore, the distribution of student quiz scores indicated positive learning outcomes, with an average score of 89.02. These findings suggest that the Scratch-based learning media aligns with students’ learning needs, is practical to implement, and has the potential to support the enhancement of mathematical representation abilities among elementary school students.
Orchestrating Digital Technology and Child-Centered Pedagogy: Management Strategies for Mindful, Meaningful, and Joyful Learning in Early Childhood Education Asmila; Hadi Pajarianto; Harmita Sari
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.v12i2.20679

Abstract

This study aims to investigate management practices in early childhood education that promote attentive, meaningful, and joyful learning in the digital age. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, participatory observation, and document analysis. The participants were the principal and teachers of a kindergarten in Palopo City, Indonesia, selected through purposive sampling due to their direct involvement in planning, managing, and implementing learning processes. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which involves data condensation, data display, and conclusion drawing/verification. The findings reveal that digital technology is used selectively as a pedagogical supplement rather than as the primary mode of instruction. Mindful learning is reflected in teachers’ preparedness, attentiveness, and responsiveness to classroom conditions. Meaningful learning is fostered through contextual and experience-based activities that connect learning content with children’s daily lives. Joyful learning is supported through play-based, multimodal, and emotionally supportive classroom practices. In addition, school management plays a strategic role through instructional planning, provision of digital facilities, teacher scheduling, professional development, and ongoing supervision. This study argues that effective early childhood education management in the digital era depends not on the intensity of technology use, but on the institution’s ability to integrate technology, pedagogy, and child-centered interaction in a coherent and developmentally appropriate manner.
Designing a Pedagogical Deep Learning-Oriented Problem-Based Learning E-Module for Human Circulatory System Learning: Development, Validation, and Students’ Responses Ade Siti Khairunnisa Siregar; Nurkhairo Hidayati
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.v12i2.20778

Abstract

This study aims to develop a Problem-Based Learning (PBL)-based e-module integrated with a Pedagogical Deep Learning approach, evaluate its feasibility, and examine students’ responses through a limited trial involving 36 students. The research was conducted at SMP Negeri 04 Siak Hulu using the ADDIE development model, with a particular focus on the development phase. The evaluation process involved four experts, consisting of one media expert, one subject-matter expert, and two learning experts. Data were collected using validation sheets and student response questionnaires and were analyzed through descriptive calculations of validation and response scores. The findings revealed that the developed e-module achieved a high level of validity, with average scores of 96% from the media expert, 91% from the subject-matter expert, and 92% from the learning experts. Furthermore, students’ responses yielded an average score of 94%, which was categorized as excellent. The e-module was specifically designed for circulatory system content in science education and featured an interactive interface that could be accessed both online and offline. These findings indicate that the PBL-based e-module integrated with a Pedagogical Deep Learning approach is a feasible and highly accepted instructional resource. Therefore, it is recommended as an innovative technology-enhanced learning material to support more effective, interactive, and meaningful learning experiences.
Do Free Nutritious Meal Programs and Student Well-being Improve Students' Learning Outcomes? Evidence from the Mediating Role of Learning Motivation Henry Tamboto; Listriyanti Palangda; Jety Lempas
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.21756

Abstract

This study aims to analyze the effects of the Free Nutritious Meal Program (MBG) and student well-being on students' learning outcomes, as well as to examine the mediating role of learning motivation. A quantitative approach employing Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze data collected through a structured questionnaire. The measurement model evaluation (outer model) showed that all reflective indicators satisfied the criteria for convergent validity, with outer loadings exceeding 0.70, and demonstrated adequate discriminant validity based on the Fornell–Larcker criterion. The structural model evaluation (inner model) yielded adjusted R² values of 0.290 for learning motivation, indicating moderate explanatory power, and 0.764 for learning outcomes, indicating substantial explanatory power. The direct effect analysis revealed that the MBG Program had positive and significant effects on both learning motivation (β = 0.337, p < 0.05) and learning outcomes (β = 0.227, p < 0.05). Likewise, student well-being positively and significantly influenced learning motivation (β = 0.136, p < 0.05) and learning outcomes (β = 0.692, p < 0.05). Mediation analysis further indicated that learning motivation significantly mediated the relationships between the MBG Program and learning outcomes, as well as between student well-being and learning outcomes. These findings suggest that nutritional support through the MBG Program and students' psychosocial well-being jointly enhance learning motivation, which subsequently contributes to improved learning outcomes.
From Laughter to Learning: Using Humor in Contextual Teaching to Foster Engagement in College Students Hazhira Qudsyi; Ahmad Rusdi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.17742

Abstract

This study aims to explore the integration of humor into the Contextual Teaching and Learning (CTL) approach as a learner-centered strategy to support student engagement in higher education. A quasi-experimental one-group pretest–posttest design was employed with 47 undergraduate psychology students enrolled in a Positive Psychology in Schools course. Humor was integrated into CTL through learning materials, assignment instructions, discussions, quizzes, self-reflection activities, and group activities, serving to attract attention, support recall, provide feedback, and create opportunities for humorous breaks. Student engagement and sense of humor were measured before and after the intervention. The data were analyzed using repeated-measures ANOVA. The results indicated significant increases in student engagement (p = 0.015, η²p = 0.122) and sense of humor (p = 0.032, η²p = 0.096) from pretest to posttest. These findings suggest the potential value of integrating humor into CTL as a learner-centered pedagogical practice. The study extends previous research on instructional humor by examining its integration within a contextual learning approach rather than treating humor solely as a teacher-delivered instructional technique. However, the absence of a control group and the context-specific focus on a single course limit causal interpretations and the generalizability of the findings. Future research should examine different forms and mechanisms of learner-centered humor using controlled designs and larger, more diverse samples.
Developing an AI-Assisted Project-Based Learning Model Integrating Pedagogical Deep Learning Principles for Tenth-Grade Students’ Writing Skills Alimin; Faqihatin; Happy Kusuma Wardani; M. Shofi Udin
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.19897

Abstract

This study aims to develop and evaluate an AI-assisted project-based instructional model for teaching descriptive text writing and to examine its feasibility and effectiveness in improving students’ writing performance. Employing a mixed-methods Research and Development (R&D) design based on the ADDIE framework, the study involved 36 tenth-grade students and one English teacher. Data were collected through questionnaires, interviews, expert validation sheets, observations, and pretest and posttest assessments. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were examined through thematic analysis. The results indicated improvements in students’ writing performance across all assessed components, with the overall mean score increasing from M = 12.85 on the pretest to M = 15.68 on the posttest. The findings also showed high levels of student participation and positive evaluations of the instructional materials in terms of practicality and suitability. The structured use of ChatGPT, Grammarly, QuillBot, DeepL, Hemingway Editor, Wordtune, and Scribbr AI Proofreader provided scaffolding within the project-based framework and supported students’ writing development while remaining feasible for classroom implementation. This study contributes to the growing body of literature on technology-enhanced language learning by providing empirical evidence of an instructional model that integrates AI tools with sound pedagogical design and offers practical guidance for EFL educators.
Mapping Generational Digital Literacy and Internet Usage Patterns in Open and Distance Learning: A K-Means Clustering Analysis Selly Anastassia Amellia Kharis; Melisa Arisanty; Anton Robiansyah; Arman Haqqi Anna Zili
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20354

Abstract

This study aims to map digital literacy and internet-use patterns among multigenerational new students in open and distance learning (ODL) and to determine whether the resulting profiles are differentiated solely by generation or also by occupational and behavioral characteristics. A quantitative exploratory design with K-Means cluster analysis was applied to data from 4,371 new students at Universitas Terbuka Jakarta. The analysis integrated generational profile, occupation, internet-access time, dominant online activity, preferred social-media platform, daily social-media duration, and digital-literacy classification. The Elbow Method indicated a five-cluster solution. The cluster represented 17.00%, 24.94%, 18.39%, 9.40%, and 30.27% of respondents, respectively. Overall, 62.18% of students were classified as High and 35.69% as Very High in digital literacy, while only 2.13% were Satisfactory and none were Low or Very Low. Cluster 3, dominated by Generation Y private employees, contained 97.01% Very High-literacy students, whereas Cluster 5, also dominated by Generation Y private employees, contained 98.49% High-literacy students. Generation Z appeared across three clusters with distinct access timed and online activities. These findings show that generation alone does not adequately explain digital-literacy patterns in ODL; occupational background and digital-use behavior provide additional differentiation. The results supports cluster-based digital-literacy support, flexible learner services, and targeted skill development in ODL.

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